Skip to main content

Full text of "Bulletin of Wake Forest University"

See other formats


WAKE FOREST UNIVERSITY 

THE Z. SMITH REYNOLDS LIBRARY 







'sseews*"' 



CALL NO. 



B 

378 

W13J 

v.76 

1981/82 

c.2 



NOT TO BE CIRCULATED 



B 

37$ 
\KM2>3 

c-2 




1 1 



im 




Including 



of Medicine 
1981-1982 



WSKL 



Digitized by the Internet Archive 

in 2012 with funding from 

University of North Carolina at Chapel Hill 



http://archive.org/details/bulletinofwakefo19811982 



New Series 



February 1981 



Volume 76, Number 1 




>"' 



Bulletin of the 

Wake Forest University 

Graduate School 

Including 

The Bowman Gray School of Medicine 

Announcements for 

1981-1982 



The Bulletin of Wake Forest University is published seven times annually bv the University at Winston-Salem, North Carolina 

Second class postage paid at Winston-Salem, North Carolina 

USPS 078-320 

Printed bv Winston Printing Company, Winston-Salem, North Carolina 27105 




Wait Chapel 



The Calendar 



May 
June 



July 

July 
July 

August 



Summer Session 1981 Reynolda Campus 
First Term 

27 Wednesday Registration, 8:30-11:30 a.m., 210 Reynolda Hall 
Classes begin in the afternoon 

Examinations 



29-30 



Monday - 
Tuesday 



1 Wednesday 



6 

24 

3-4 



Monday 
Friday 
Monday - 
Tuesday 



Second Term 

Registration, 8:30-1 1:30 a.m., 210 Reynolda Hall 
Classes begin in the afternoon 
File statement of intent to graduate August 4 
Last day to submit thesis to graduate August 4 

Examinations 



Fall Semester 1981 Reynolda Campus and Hawthorne Campus* 



August 

September 

September 

September 

September 

October 

November 



31 
2 
15 
29 
30 
16 
23 



November 26-29 

December 12-19 

December 20— 
January 13 



Monday 

Wednesday 

Tuesday 

Tuesday 

Wednesday 

Friday 

Monday 

Thursday- 
Sunday 

Saturday- 
Saturday 

Sunday- 
Wednesday 



Registration and orientationt 

Classes begin 

Last day to add courses 

Last day to drop courses 

File statement of intent to graduate December 19 

Fall holiday 

Last day to submit thesis to graduate December 1 9 

Thanksgiving recess 
Final examinations 
Christmas recess** 



Spring Semester 1982 

anuary 14 

anuary 18 

anuary 29 

February 4 

February 12 

March 8 

March 13 



April 
May 

May 

May 



-21 

21 
-10 

16 
17 



Thursday 

Monday 

Friday 

Thursday 

Friday 

Monday 

Saturday- 
Sunday 

Wednesday 

Saturday- 
Monday 

Sunday 

Monday 



Reynolda Campus and Hawthorne Campus 

Registration 

Classes begin 

Last day to add courses 

Founders' Day Convocation 

Last day to drop courses 

File statement of intent to graduate May 17 

Spring recess 

Last day to submit thesis to graduate May 17 

Final examinationstt 

Baccalaureate Sermon 
Commencement 



*The Bowman Gray School of Medicine of Wake Forest University 

fomentation for new Bowman Gray students will begin August 13 and classes August 1 7. September 7 
and April 12 will be holidays at Bowman Gray. 
**Bowman Gray students taking courses in the medical curriculum will begin the spring semester 

January 4. 
if Examinations for Bowman Gray students taking courses in the medical curriculum will end May 22. 



'-IBRAHY 




—.-—<? . .. . . . i 



The Bulletin 



The Calendar 3 

The University 7 

The Graduate School 11 

Procedures 15 

Admission 15 

Application 16 

Graduate Students Applying to Medical School 17 

Classification of Students 18 

Tuition and Fees 18 

Housing Services 19 

Food Services 20 

Health Services 20 

Vehicle Registration 21 

Educational Planning and Placement 22 

Financial Assistance 22 

Grading 23 

Requirements for Degrees 25 

Master of Arts 25 

Master of Arts in Education 26 

Master of Science 27 

Doctor of Philosophy 28 

Courses of Instruction 31 

Anatomy 31 

Anesthesia 34 

Anthropology 35 

Biochemistry 38 

Biology 40 

Biostatistics and Epidemiology 45 

Chemistry 45 

Comparative Medicine 48 

Education 50 

English 55 

History 59 

Mathematics 63 

Medical Genetics 65 

Microbiology and Immunology 67 

Neuropsychology 69 

Pathology 70 

Physical Education 71 

Physics 76 

Physiology and Pharmacology 80 

Psychology 84 

Religion 88 

Speech Communication and Theatre Arts 92 

Interdisciplinary Program in Comparative and Experimental Pathology. . . 96 

Interdisciplinary Courses 97 

Research in Clinical Science Departments 98 

Degrees Conferred 99 

The Board of Trustees 115 

The Board of Visitors 117 

The Administration 118 

The Graduate Faculty 124 

The Graduate Council 135 




President James R. Scales 



The University 



Wake Forest University is characterized by its devotion to liberal arts learning and 
professional preparation for men and women, its strong sense of community and 
fellowship, and its encouragement of free inquiry and expression. 

Founded in 1834 by the Baptist State Convention of North Carolina, the school 
opened its doors to students on February 3 as Wake Forest Institute, with Samuel 
Wait as principal. It was located in the Forest of Wake County, North Carolina, on the 
plantation of Dr. Calvin Jones, near which the Village of Wake Forest later de- 
veloped. 

Rechartered in 1838 as Wake Forest College, it is one of the oldest institutions of 
higher learning in the state. It was exclusively a college of liberal arts for men until 
1894, when the School of Law was established. The School of Medicine, founded in 
1902, offered a two-year medical program until 1941. In that year the School was 
moved from the Town of Wake Forest to Winston-Salem, became associated with the 
North Carolina Baptist Hospital, and was renamed the Bowman Gray School of 
Medicine in honor of the benefactor who made possible the move and expansion to a 
full four-year program. In 1942 Wake Forest admitted women as regular undergrad- 
uate students. 

A School of Business Administration was established in 1948 and for over two 
decades offered an undergraduate program of study in business. In 1969 the Bab- 
cock Graduate School of Management was formed and the professional program for 
undergraduates was phased out. On September 12, 1980, the undergraduate pro- 
gram in business and accountancy was reconstituted as the undergraduate School of 
Business and Accountancy. The Division of Graduate Studies was established in 
1961. It is now organized as the Graduate School and encompasses advanced work in 
the arts and sciences on both the Reynolda and Hawthorne Campuses in Winston- 
Salem. The summer session was inaugurated in 1921. 

In 1946 the Trustees of Wake Forest College and the Baptist State Convention of 
North Carolina accepted a proposal by the Z. Smith Reynolds Foundation to relocate 
the non-medical divisions of the College in Winston-Salem, where the School of 
Medicine was already established. The late Charles H. Babcock and his wife, the late 
Mary Reynolds Babcock, contributed a campus site, and building funds were re- 
ceived from many sources. Between 1952 and 1956 the first fourteen buildings were 
erected in Georgian style on the new Winston-Salem campus. In 1956 the College 
moved all operations, leaving the 122-year-old campus in the Town of Wake Forest to 
the Southeastern Baptist Theological Seminary. 

The decade that followed was the College's most expansive, and in 1967 its 
augmented character was recognized by the change in name to Wake Forest Universi- 
ty. Today enrollment in all schools of the University stands at over 4,700. Governance 
remains in the hands of the Board of Trustees, and development for each of the five 
schools of the University is augmented by Boards of Visitors for the undergraduate 
College and Graduate School, the School of Law, the Graduate School of Manage- 
ment, and the School of Medicine. A joint board of University Trustees and Trustees 
of the North Carolina Baptist Hospital is responsible for the Medical Center, which 
includes the hospital and the School of Medicine. Alumni and parents' organizations 



are also active at Wake Forest, and support by the Z. Smith Reynolds Foundation and 
other foundations and corporations is strong and continuing. 

Wake Forest's relationship with the Baptist State Convention is an important part 
of the school's heritage. Wake Forest's founders proposed to establish an institution 
that would provide education under Christian influences. The basis for the con- 
tinuing relationship between the University and the Convention is a mutually agreed- 
upon covenant which grows out of a commitment to God and to each other. The 
covenant expresses the Convention's deep interest in Christian higher education and 
the University's desire to serve the denomination as one of its constituencies. Wake 
Forest receives significant financial and intangible support from Convention- 
affiliated churches. 

The College, Graduate School, School of Law, and Graduate School of Manage- 
ment are located on the Reynolda Campus in northwest Winston-Salem. The Bow- 
man Gray School of Medicine is about four miles away, near the city's downtown on 
what is known as the Hawthorne Campus. The University also offers instruction 
regularly at Casa Artom in Venice, at Worrell House in London, and in other places 
around the world. 

The College offers courses of study leading to the baccalaureate in thirty depart- 
ments and interdisciplinary areas. The School of Law offers the Juris Doctor and the 
Graduate School of Management the Master of Business Administration degree. In 
addition to the Doctor of Medicine degree, the School of Medicine offers through the 
Graduate School programs leading to the Master of Science and Doctor of Philoso- 
phy degrees in the basic medical sciences. The Graduate School confers the Master of 
Arts, Master of Arts in Education, and Master of Science degrees in the arts and 
sciences and the Doctor of Philosophy degree in biology and chemistry. 

Libraries 

The libraries of Wake Forest University support research in undergraduate educa- 
tion and in each of the disciplines in which a graduate degree is offered. An 
endowment provided by a substantial gift from the Mary Reynolds Babcock Founda- 
tion and another from Nancy Reynolds has been assigned to the sustained expansion 
and development of library resources, especially to support the graduate program. 
The libraries of the University hold membership in the Association of Southeastern 
Research Libraries. 

The library collections total 781,153 volumes. Of these, 594,088 constitute the 
general collection in the Z. Smith Reynolds Library, 78,234 are housed in the School 
of Law, 96,849 in the library of the Bowman Gray School of Medicine, and 10,908 in a 
relatively new library in the Babcock Graduate School of Management. Subscriptions 
to 9,796 periodicals and serials, largely of scholarly content, are maintained by the 
four libraries of the University. The holdings of the Z. Smith Reynolds Library also 
include 21,214 reels of microfilm, 252,981 pieces of microcards, microprint, and 
microfiche, and 71,492 volumes of United States government publications. 

Special collections cover the works of selected late nineteenth and early twentieth 
century English and American writers, with pertinent critical material, a Mark Twain 
Collection, a Gertrude Stein Collection, and the Ethel Taylor Crittenden Collection 



in Baptist History. The recent acquisition of the Charles H. Babcock Collection of 
Rare and Fine Books represents an important addition to the resources of the Z. 
Smith Reynolds Library. 

The library instructional program includes an orientation workshop in research 
methods, assistance in independent and directed studies, and bibliographic presenta- 
tions as requested by faculty. 

Recognition and Accreditation 

Wake Forest University is a member of the Southern Association of Colleges and 
Schools, the Southern Universities Conference, the Association of American Col- 
leges, the Conference of Southern Graduate Schools, and the Council of Graduate 
Schools in the United States. The University has chapters of the principal national 
social fraternities, professional fraternities, and honor societies, including Phi Beta 
Kappa and Sigma Xi. The Bowman Gray School of Medicine is a member of the 
Association of American Medical Colleges and is on the approved list of the Council 
on Medical Education of the American Medical Association. The program in counsel- 
ing leading to the Master of Arts in Education degree is accredited by the National 
Council for the Accreditation of Teacher Education. 

Wake Forest College was accredited by the Southern Association of Colleges and 
Schools in 1921. The reaccreditation of 1965 included the master's and doctoral 
degree programs in the Division of Graduate Studies. Accreditation was reaffirmed 
in December 1975. 




The Scales Fine Arts Center on the Reynolda Campus 




Reynolda Hall 



11 

The Graduate School 



In accord with the prevailing custom among American colleges during the antebel- 
lum period, Wake Forest granted honorary master's degrees to selected alumni. By 
1862, when the College closed temporarily because of the Civil War, twenty-nine such 
degrees had been awarded. The first announcement of a program of study leading to 
an earned graduate degree at Wake Forest was made in 1866. Between 1871, when 
the first degrees earned under the plan were awarded to John Bruce Brewer (grand- 
son of Samuel Wait) and Franklin Hobgood, and 1951, 383 Master of Arts and 
Master of Science degrees were granted. In 1949 the School of Arts and Sciences 
discontinued admitting applicants for the Master of Arts degree because the rapid 
increase in the size of the undergraduate student body following World War II had 
overloaded the faculty. The School of Medicine did not interrupt its graduate 
program. The first Master of Science degree conferred by the School after it moved 
to Winston-Salem was awarded in 1943, and the degree was regularly offered 
thereafter by the departments of anatomy, biochemistry, microbiology, pharmacolo- 
gy, and physiology. 

During the fifteen years the College and the School of Medicine were located in 
different towns, the study of graduate education continued on both campuses. The 
self-study report adopted by the faculty of the School of Arts and Sciences immedi- 
ately prior to its removal to Winston-Salem recommended that graduate study 
leading to the master's degree be resumed as soon as practicable. In 1958 the 
administration of the School of Medicine, in view of an increasing demand for 
graduate instruction in basic medical and clinical sciences, appointed a Committee on 
Graduate Studies for the purpose of reorganizing the graduate program. 

As a result of these two parallel studies and in recognition of the need for an 
institution-wide approach to graduate education, the Trustees on January 13, 1961 
established the Division of Graduate Studies and authorized it to grant the Master of 
Arts degree in the School of Arts and Sciences and the Master of Science and Doctor 
of Philosophy degrees in the School of Medicine. The first Ph.D. degree was awarded 
in 1964. In 1967 the Master of Arts in Education degree was added to the graduate 
program in arts and sciences. The first Ph.D. program on the Reynolda Campus was 
begun in 1970. 

Statement of Purpose 

In December 1979 the Trustees adopted the following statement of the purposes 
and objectives of the University: 

Wake Forest is a university entrusted with a vital religious heritage and 
an equally vital tradition of academic freedom. Recognizing the special 
character of its obligation as an educational institution, Wake Forest 
assumes the responsibility of insuring that the Christian faith will be an 
integral part of the University's common life. The University maintains 
its historic religious perspective through an association with the Baptist 
churches of North Carolina, the visible symbol and ministry of the 
campus church, the chaplaincy, and the Christian commitment of indi- 



12 



viduals within the faculty and administration. At Wake Forest, those who 
represent this perspective engage in a continuing dialogue with those of 
other views who join with them in dedication to teaching and learning. 
Together they assume responsibility for the integrity of the institution 
and for its commitment to academic excellence. 

In keeping with its belief in the value of community, Wake Forest also 
recognizes an obligation to preserve its atmosphere of mutual respect 
and of openness to diverse interests and concerns. Its religious heritage, 
which continues to find expression in tradition, ritual, and convocation, 
provides unifying and sustaining values beneficial to the whole commun- 
ity. Because of its heritage, Wake Forest fosters honesty and good will, 
and it encourages the various academic disciplines to relate their particu- 
lar subjects to the fundamental questions which pertain to all human 
endeavor. 

Along with the value of community, Wake Forest respects the value of 
the individual, which it expresses through its concern for the education 
of the whole person. In view of this concern, a basic curriculum com- 
posed of the liberal arts and sciences is essential to the objectives of the 
College. This means that though the usefulness of professional and 
technical courses is acknowledged, it is necessary that such courses be 
related to a comprehensive program of humanistic and scientific studies. 
In particular, this objective requires an acceptable level of proficiency in 
those linguistic and mathematical skills which are basic to other pursuits. 
It also calls for a study of the major contributions from one or more 
representative areas within the natural sciences, the social sciences, and 
the humanities, including an examination of integrating disciplines such 
as religion, philosophy, and history. Such a course of study, when made 
an essential part of the total offering, prevents the premature specializa- 
tion which threatens effective communication among the disciplines, and 
it addresses the fundamental as well as the vocational needs of the 
student. Wake Forest expects that all of the courses in its curriculum will 
make significant demands upon the talents of the student and will en- 
courage the development of a humane disposition and inquiring spirit. 

The Graduate School, operating within the framework of these principles, seeks to 
provide a communitv of facultv and advanced students dedicated to teaching, re- 
search, and productive scholarship. Through graduate programs in the arts and 
sciences and the basic medical sciences, an effort is made to expand the frontiers of 
knowledge and to keep abreast of man's understanding of the rapidly changing 
human environment. As a significant feature of the educational process, students are 
encouraged to develop the initiative, resourcefulness, and responsibility required of 
those who become independent intellectual leaders in their chosen fields of en- 
deavor. 

Administration 

The Graduate School is administered bv a Graduate Council composed of three ex 



officio administrative officials and nine faculty members elected by the Graduate 
School faculty. Six of the nine are members of the College faculty (Reynolda Campus) 
and three are members of the Bowman Gray School of Medicine faculty (Hawthorne 
Campus). The members of the Graduate Council comprise the Committee for 
Graduate Studies in the Arts and Sciences and the Committee for Biomedical Gradu- 
ate Studies, which are responsible on the respective campuses for such matters as the 
admission of students. 




Dean of the Graduate School Henry Smith Stroupe 



15 

Procedures 



All students are responsible for familiarizing themselves with the portions of this bulletin which 
pertain to their course of study. Statements concerning courses and expenses should not be 
regarded as irrevocable contracts between the student and the institution. The University reserves 
the right to change the schedule of classes and the cost of instruction at any time within the 
student's term of residence. 

ADMISSION 

Eligibility. Undergraduates in their senior year and graduates of accredited colleges 
or universities may apply for admission to the Graduate School for study on the 
Reynolda Campus or in the Bowman Gray School of Medicine on the Hawthorne 
Campus. Medical students who have satisfactorily completed or will complete by the 
end of the spring semester at least one year of the medical curriculum may apply for 
admission to the Graduate School. The Graduate School also accepts applications 
from holders of the M.D., D.D.S., or D.V.M. degrees, or from candidates for these 
degrees who will have satisfactorily completed the prescribed medical curriculum 
prior to matriculation in the Graduate School. 

Whatever their previous academic training may have been, all applicants must have 
superior records. This requirement is usually interpreted as at least a B average or 
standing in the upper quarter of the class or both. 

Graduate Record Examinations. All applicants are required to submit scores on the 
Aptitude Test and the Advanced Test of the Graduate Record Examinations admin- 
istered by the Educational Testing Service, Box 955, Princeton, New Jersey 08541.* 
Usually these examinations are taken between October and January of the student's 
senior year. The national administration of the GRE normally falls in the months of 
January, February, April, June, October, and December each year. Applicants 
should make arrangements for taking the tests by writing the Educational Testing 
Service several weeks in advance of the testing date selected. 

Test of English as a Foreign Language. Applicants from non-English-speaking coun- 
tries must submit satisfactory scores on the Test of English as a Foreign Language 
administered by the TOEFL Program of the Educational Testing Service. The 
TOEFL bulletin of information and registration form can be obtained at American 
embassies and consulates, offices of the United States Information Service, United 
States educational commissions and foundations abroad, and at binational centers. 
Students unable to obtain a bulletin from one of the above should write for it to Test 
of English as a Foreign Language, Box 899, Princeton, New Jersey 08541, U.S.A. 
Administrations of TOEFL are coordinated with the GRE and are available in most 
countries. Correspondence should be initiated at least three months before the 
testing date. 



*The Advanced Test is a requirement in all of the departments for which a specific test is given. 
Applicants in other departments may wish to strengthen their applications by submitting scores on 
the Advanced Test in a related field. For example, the biology test would give an indication of 
ability to do graduate work in anatomy. 



16 



Personal Interviews. Although not required of all students, personal interviews are 
encouraged and may be specified as a requirement for some applicants. 

Dates for Applying. Students may enroll at the beginning of the fall or the spring 
semester or either summer term. Applications should be filed at least eight weeks 
prior to the date of anticipated enrollment. Applicants for financial assistance for the 
academic year beginning in September should submit applications for admission, 
applications for financial assistance, and all supporting documents before March 1. 
Grants will be awarded by April 1 and are to be accepted or declined by April 15. 

Transfer Students. Applicants for the master's degree who have completed a portion 
of their graduate training in another institution are eligible for admission but may not 
transfer for credit more than six semester hours of course work. This limitation does 
not apply to applicants for the Ph.D. degree. 

Action on Applications. Students are informed within a few weeks after receipt of the 
completed application whether or not admission has been granted. The institution 
reserves the right to refuse admission to any applicant without assignment of reasons. 
Admission to the Graduate School does not constitute admission to candidacy for a 
graduate degree. 

Admission Deposit (Reynolda Campus). Within three weeks after a letter of acceptance 
has been mailed by the Dean of the Graduate School, the applicant must send an 
admission deposit of $55 to the Treasurer of Wake Forest University. This deposit is 
refundable upon request until June 30 for the fall semester or November 1 for the 
spring semester. 

Admission of Handicapped Students. The Graduate School will consider the applica- 
tion of any student on the basis of his or her academic and personal merit, regardless 
of physical handicap. Though the Reynolda and Hawthorne campuses are built on 
many levels, a system of ramps and elevators makes each building accessible to those 
in wheelchairs or with limited mobility. The University will gladly assist handicapped 
students in making arrangements to meet special needs. Students who seek further 
information should consult the Graduate School or the University's Office of Equal 
Opportunity. 

APPLICATION 
Reynolda Campus 

ADMISSION CATEGORIES 

Regular Status in a Degree Program. A person with a superior undergraduate record 
(at least a B average or upper quarter of the class and with the appropriate courses), 
satisfactory GRE scores (including the appropriate Advanced Test if one is given), 
and good recommendations may apply for regular admission. 

Provisional Status in a Degree Program. Those who may be awaiting GRE scores or at 
the time of application have grades slightly below those specified for regular admis- 
sion may apply for provisional admission. A student deficient in required undergrad- 
uate courses in the intended field of graduate study may apply in this category. 
Provisional status is limited to not more than one semester of full-time studv or its 
equivalent in part-time study. 

Unclassified Graduate Student. Applicants seeking courses for graduate credit but not 



17 



wishing to work for a graduate degree may apply for admission as unclassified or 
non-degree students. The GRE and some of the letters usually expected from former 
professors may be waived as requirements for unclassified status. 

HOW TO APPLY 

Applicants for admission to graduate study on the Reynolda Campus should 
request the Dean of the Graduate School to send an application for admission form. 
This form should be filled in completely and returned, along with a non-refundable 
application fee of S10. Checks should be payable to Wake Forest University. The 
address is Dean of the Graduate School, Wake Forest University, 7487 Reynolda 
Station, Winston-Salem, North Carolina 27109 (telephone 919-761-5301). 

Applicants must have each college or university which they have attended send two 
copies of an official transcript of their record to the Dean of the Graduate School. If 
the bachelor's degree has not been conferred at the time the transcript is sent, two 
copies of an official supplementarv transcript must be forwarded soon after gradua- 
tion. 

Applicants must request letters of evaluation from three persons, at least two of 
whom are professors who have taught them in their majors. Letters are to be mailed 
directly by the writers to the Dean of the Graduate School. 

It is the responsibility of the applicant to request that the Educational Testing 
Service forward scores on the Aptitude Test and the Advanced Test of the GRE to the 
Dean of the Gradute School. 

Hawthorne Campus 

Applicants for admission to graduate study in the Bowman Gray School of Medi- 
cine on the Hawthorne Campus should request the Associate Dean for Biomedical 
Graduate Studies to send an application for admission form. This form should be 
filled in completely and returned, along with a non-refundable application fee of 
$10. The address is Associate Dean for Biomedical Graduate Studies, Bowman Gray 
School of Medicine, Wake Forest University, Winston-Salem. North Carolina 27103 
(telephone 919-748-4303). 

Applicants must have each college or university which thev have attended send 
official transcripts of their record to the Associate Dean for Biomedical Graduate 
Studies. 

Applicants must request letters of evaluation from three persons by listing them on 
the application. Forms are sent by the School of Medicine directly to the instructors. 

It is the responsibility of the applicant to request that the Educational Testing 
Service forward scores on the Aptitude Test and the Advanced Test of the GRE to the 
Associate Dean for Biomedical Graduate Studies. 

GRADUATE STUDENTS APPLYING TO MEDICAL SCHOOL 

A student enrolled in a program of study in the Graduate School is eligible to make 
application for admission to the School of Medicine. If selected, the student must 
satisfactorily complete all requirements for the graduate degree prior to the time of 



18 



enrollment of the medical school class to which he or she has been admitted. A 
student who voluntarily withdraws from a program of study in the Graduate School 
may make application for admission to the medical school providing one year will 
have elapsed from the time of withdrawal. A regularly enrolled medical student may 
withdraw temporarily from medical school to pursue a course of study leading to a 
graduate degree. 

CLASSIFICATION OF STUDENTS 

Full-Time Status. A student who devotes full-time to a graduate program as outlined 
by his or her faculty committee and is in full-time geographic residence with a 
minimum of twelve semester hours of course work including thesis research is 
considered a full-time student. 

Part-Time Status. A student registered for less than the above amount of course 
work is considered a part-time student. 

TUITION AND FEES 

Statements concerning expenses should not be regarded as forming an irrevocable 
contract between the student and the University. The costs of instruction and other 
services outlined herein are those in effect on the date of publication of this bulletin, 
and the University reserves the right to change without notice the cost of instruction 
and other services at any time. 

During both the academic vear and the summer session, graduate students en- 
rolled on either campus on a full-time basis may take courses on the other campus 
without additional tuition. 

Reynolda Campus 

An admission deposit of $55, which subsequently serves as a graduation fee, is 
required to complete the admission of all who wish to studv toward a graduate 
degree. 

The following charges apply on the Reynolda Campus during the academic year: 
students enrolled for twelve or more semester hours or the equivalent — $1,800 per 
semester; students enrolled for fewer than twelve semester hours or the equivalent — 
$120 per semester hour. 

During the academic year, a one-half tuition concession is granted to full-time 
facultv and other eligible staff members in all schools and divisions of the University 
and to the spouses of full-time faculty members for part-time study in the Graduate 
School. Wake Forest University also grants a one-half tuition rate for educators 
employed full-time in North Carolina public schools or state-approved non-public 
schools. These concessions do not apply to study in the schools of law, medicine, and 
management. 

Graduate students enrolled for full-time residence credit are entitled to full priv- 
ileges regarding libraries, laboratories, athletic contests, student publications, the 
College Union, the University Theatre, the Artists Series, and the Health Service. 
Part-time students are entitled, after paying tuition, to the use of the libraries and 





U 3 












3-° 












!>. co 








#* 


rH 


4J 








Cfl 


00 


<-> a 








n ft 


CT> 


"d 3 








,-s -H 


M 


e 9 

CU 








9 ^ 

£ CO 


b 


t3 cd 


- 






4-1 4-1 


% 


Cd 

O 60 








i a 

>> cd 


£> 


cd f3 








4-1 4-1 


Ph 


•H 






• 


f3 CO 


PQ 


0) ;s 






M 


01 -rl 


W 


X! O 






3 


S CO 


P"H 


•U H 






o 


4-1 CO 




rH 






^ 


<! 


rJ 


60 O 








01 


O 


C3 M-i 






n 


60 U 


O 


•H 


O O QJ 


cd cd 


33 


M 01 


in in 4J 


ft cu 


O 


3 £1 


o o co 


^ >H 


to 


XI 4-J 


CN CN CU 








■co- -co- a 


CO 4-1 


w 


CO 60 






CU 


3 CO 


H 


3 (3 






CO 


ft U 


<! 


ft iH 








cd Pm 


p 


a ^ 






M 


Q 


cd eg 






cu 


O 


2 


o S 






ft 


cd o 


o 


CTJ •» 






LO 


13 O 




X) o 






CO 


rH rH 


£ 


i-l o 






rH 


O *£> 


H 
HH 

3 


o m 






■co- 
01 


cu » 


M 


CU 13 






J3 


Ph CO 


y 


p3 cu 








ft 


> 


CO 




u 


rH 


•> -H O 


-i 


cu n) 




0) 


H 


co xl lo 


^ 


J3 cu 


M 


4J 


•H 


4-1 CD M3 


^ 


4-1 M 


01 


00 


£ 


3. !S 00 




o 


4J 


01 




cd O co- 


H 


C3 £3 


CO 


§ 


>. 


rl rH 


CO 


O -rl 


a 


T3 


60 rH « 


w 




E 


CO 


3 


CU CO 


pel 


>> C3 


<u 




4J 


>> fl| ft 


o 


13 CU 


CO 


6t 


) CO 


4J -H 


[tl 


3 CU 




3 




■rl •" XI 




4J X) 


!-H 


•H 


CU 


CO O CO 




CO 


H 


u 





rl O 4J 




CO 


n) 


a 


•H 


0) rH a 




CU CO 


Fn 


CO 


4J 


> ^r cd 


2 


B XI 






1 


•rl CO- 4-1 




•H 






4-1 


C3 CO 


Jh 


4J ^-> 






M 


33 - -rl 


3 


1 3 






cfl 


Cfl CO 




rH 01 






ft 


4-1 ft CO 


3 


r-i CU 








CO -H <; 


H 


3 4-1 






M 


0) Xl 


H 


lh XI 






O 


M CO U 


l] 


60 






>4H 


O M CD 


-1 


U -H 








Ph cd CU 


J 


O 0) 






CU 


H >h 


3 


>4H 






60 


CU O 


a. 


01 






U 


^ £ XI 




C3 60 






cu 


cd cj 3 


D 


O cd 






Xi 


& CO o 


H 


•H ft 






O 


CJ 




4J w 








rH 01 


< 


•H 






cu 


rH •• C/3 




3 CM 






rC 


3 CU 


3 


H 00 
1 






H 


h ,Q ■« 
O 


^ 


r-\ 








H LO 


a 


00 








r-{ <t 


A 


CTl 








■rl 00 




H 








S CO- 



19 



laboratories but not to the other privileges mentioned above. They may, however, 
secure admission to athletic events and concerts and the other privileges listed above 
by paying an activity fee of $50 per semester. 

The fee to audit a class is $20 per credit hour, with $60 the maximum charge per 
course. Tuition for the summer session is $55 per credit hour. 

A graduation and thesis binding fee of $55 is charged those who receive degrees. 
This fee covers the binding of five copies of the thesis or dissertation. Additional 
copies may be bound for $5 each. Doctoral candidates pay $30 to have abstracts of 
their dissertations published in Dissertation Abstracts International. 

Students not enrolled in classes but using University facilities or faculty time for 
such projects as the completion of a thesis are required to register and pav a graduate 
student fee of $30 per semester or $15 for each term of the summer session. 

During the academic year, all students, full- and part-time, receive tuition refunds 
according to the following schedule. This policy applies to students dropping courses 
as well as to those withdrawing. Withdrawals must be official and students must turn 
in their identification cards before claiming refunds. 

Number of Weeks Percentage of Total Tuition 

Attendance* to be Refunded** 

1 Total Tuition 

2 75% 

3 50% 

4 25% 



Hawthorne Campus 

Tuition is $3,800 per year for full-time study and is payable in installments of 
$1,800, $1,800, and $200 at the beginning of each semester and the summer session. 

A full-time student may register to audit courses without pavment of additional 
tuition. Permission of the instructor is required. Part-time study is charged at the rate 
of $120 per semester hour. 

A graduation fee of $25 is payable prior to graduation. A fee of $30 is required for 
publication of abstracts of doctoral dissertations in Dissertation Abstracts International. 

HOUSING SERVICES 
Reynolda Campus 

The Graduate School does not require that students live in University housing. 
Most students make their own arrangements for housing off-campus. The Housing 
Office serves as an information center for individuals who wish to advertise rooms, 
apartments, and houses for rent or sale. It also provides a place for students to post 
information if they are interested in finding a roommate to share expenses. Off- 



*Counting from the first day of registration; fractions of a week to count as a full week. 
**The $55 admission fee is not refunded. 



20 



campus facilities are not screened, and the University does not become involved with 
landlord/tenant relations. 

University-owned housing facilities for graduate students are described below. 
Graduate students who live in University housing are expected to follow the regula- 
tions and conditions governing occupancy as stated in the lease or contract agree- 
ment. 

Married Student Apartments. Student apartment buildings are located on the north- 
west corner of the Reynolda Campus and are available to graduate and undergradu- 
ate married couples. Each apartment has three small rooms, one of which includes an 
efficiencv kitchen. Assignments are based on the date applications are received and 
on the needs of the University. 

Housing for Single Students. Housing for single graduate students is limited to ten 
efficiency apartments which accommodate two students each. There are no residence 
hall facilities for graduate students. 

It is advisable to make housing arrangements as early as possible. Further informa- 
tion and applications are available from the Director of Housing, Wake Forest 
University, 7342 Reynolda Station, Winston-Salem, North Carolina 27109 (tele- 
phone 919-761-5663). 

Hawthorne Campus 

Student? are expected to secure their own accommodations. They are eligible for 
the above-mentioned facilities on a space-available basis only. 

FOOD SERVICES 
Reynolda Campus 

A cafeteria, fast-food service, and table service dining room are located in 
Reynolda Hall on the Reynolda Campus. Meals may be purchased individually or 
under an optional board plan. The approximate yearly cost individually is $800- 
$1 100. For additional information write ARA Food Service Company, 7393 Reynol- 
da Station, Winston-Salem, North Carolina 27109. 

HEALTH SERVICES 
Reynolda Campus 

Graduate students are entitled to the services of the University Health Service. A 
personal health history questionnaire, phvsical examination, and minimal lab work 
are required prior to admission to the University. These forms are mailed to the 
student at the time of acceptance. 

The Health Service maintains an outpatient clinic which provides normal primary 
care services. A laboratory facility and a limited number of pharmaceuticals are 
maintained in the clinic. X-ray facilities are not available on campus; specialist 
consultations are obtained through private practitioners in Winston-Salem. A six-bed 
hospital adjoins the clinic area and is staffed by the Health Service staff. 

Students are encouraged to obtain the group hospitalization coverage available to 
all students. Minimal charges are made for certain supplies, laboratory work, medica- 



21 



tions, and hospitalization on campus; there is no charge for physician or physician 
assistant or nursing personnel services on campus. The Health Service works closely 
with the Center for Psychological Services. Medical information and records are 
regarded as confidential, as in any other doctor/patient relationship. 

Hawthorne Campus 

The Student Health Program is conducted by the Department of Family and 
Community Medicine and is designed to provide continuing and comprehensive care 
of the graduate student officially enrolled in the medical school and paying full 
tuition. Initial history and phvsical examination, urinalysis, and hemogram are 
required at the beginning of the first year of enrollment, with the option of annual 
physical examinations thereafter. Routine immunizations are given as indicated. 

Members of the faculty of the Department of Family and Community Medicine 
serve as student health physicians. The student health clinic is open Monday through 
Friday, with hours by appointment, for the care of minor illness. Student health 
physicians are available for emergencies twenty-four hours a day through an answer- 
ing service. Counseling is also available. 

In addition to professional services bv physicians and consultants, the following 
expenses for ambulatory care are borne by the Student Health Service: diagnostic 
and therapeutic hematology, microbiology, clinical chemistry, X-ray and electrocar- 
diogram, and medications in common use for a limited period. Not included are costs 
for preparations for desensitization, ambulance service, braces and other surgical 
appliances, dental care, spectacles, eye refractions, and other special diagnostic or 
therapeutic equipment. 

Consultations and/or specialist care are provided when indicated. The costs of 
hospitalization (not professional care) are the responsibility of the student. Adequate 
hospitalization insurance is strongly recommended; a group hospitalization policy is 
available to students. 

Members of the student's family are not included in this service; students are 
expected to make individual arrangements for their dependents. Faculty members 
serving as Student Health physicians advise students when requested. 

VEHICLE REGISTRATION 

All students residing or operating a vehicle on the Reynolda Campus (including all 
Student and Faculty Apartments, Reynolda Gardens, and the Graylyn Estate) must 
register vehicles they are operating day or night whether or not owned by the 
operator. Students enrolled in two or fewer courses, or less than twelve credits, 
including audit and thesis credit, may register vehicles for a reduced fee. 

Hawthorne Campus students have no automobile registration requirements or 
special parking privileges at the Medical Center. Those who take two or fewer classes, 
or less than twelve credits which meet on the Revnolda Campus, including audit and 
thesis credit, may register their vehicles for a reduced fee. 

All vehicle registrations must be completed within twenty-four hours from the time 
the vehicle is first brought to campus. Vehicles are registered at the University Police 



22 



Office on the Reynolda Campus. Proof of ownership must be presented when 
applying for vehicle registration. 

EDUCATIONAL PLANNING AND PLACEMENT 

A full range of counseling and placement services is offered by the Office for 
Educational Planning and Placement. Graduate students seeking full-time employ- 
ment after finishing their degrees are encouraged to contact the office early in their 
final year of study. 

The Office for Educational Planning and Placement also assists students and 
student spouses in locating part-time employment either on-campus or off. A max- 
imum of fifteen hours of work per week is suggested for full-time graduate students. 
Students are encouraged to contact the office (Reynolda Hall 7, 761-5246) for 
further information about job opportunities. 

FINANCIAL ASSISTANCE 
Reynolda Campus 

For 1981—82, thirty-six scholarships at $3,600 each have been established, thirty 
fellowships at $5,450 each, and forty-one assistantships at $7,600 each ($7,800 for the 
second year). The scholarships and the fellowships are non-service educational 
grants. Holders of all grants pay full tuition of $1,800 per semester. An assistantship 
consists of an educational grant of $5,450 plus compensation for work, normally in a 
science laboratory, in the amount of $2,150 ($2,350 for the second year). Assistants 
work from twelve to fifteen hours per week and carry approximately three-fourths of 
a normal load of courses. 

Assistantships are potentially renewable, but the total number of years a student 
working toward the master's degree may receive support may not exceed two. 
Application for financial assistance forms, application for admission forms, and all 
supporting data should be submitted by March 1 . Grants are awarded by April 1 and 
are to be accepted or declined by April 15. 

In addition to the above grants, twenty full-tuition scholarships and a small number 
of research grants have been established for the summer session. Applications for 
summer assistance should be submitted by April 15. All correspondence regarding 
Reynolda Campus grants and admissions should be addressed to the Dean of the 
Graduate School, Wake Forest University, 7487 Reynolda Station, Winston-Salem, 
North Carolina 27109. 

Graduate students interested in the National Direct Student Loan program or the 
Guaranteed (Insured) Student Loan program should request information from the 
Office of Financial Aid, Wake Forest University, 7305 Reynolda Station, Winston- 
Salem, North Carolina 27109. 

Unclassified (non-degree-seeking) students are not eligible for financial aid. 

Hawthorne Campus 

Financial support for students is provided from various sources, including 
teaching assistantships, fellowships and tuition scholarships. In addition, many stu- 



23 



dents earn compensation bv working as technicians in research. All assistantships and 
fellowships include tuition scholarships. 

The Hillory M. Wilder Fund, established through bequests of the late Celeste W. 
Blake and Kenneth W. Blake, provides scholarships or fellowships to aid capable, 
earnest men and women who are residents of North Carolina and in need of financial 
assistance to pursue study for the medical profession or medical research. 

GRADING 

Records of progress are kept by this institution on veteran and non-veteran 
students alike. Progress records are furnished the students, veteran and non-veteran 
alike, at the end of each scheduled school term. 

For all courses carrying graduate credit there are three passing grades — A 
(excellent), B (good), C (low pass) — and one failing grade, F. An A has the grade 
point value of three for each semester hour of credit involved, a B the value of two, 
and a C the value of one. 

The grade of I (incomplete) is assigned if an emergency prevents a student from 
completing the work of a course by the regular time for reporting grades to the 
Registrar or the Associate Dean for Biomedical Graduate Studies. Grades of 1 must 
be removed within one calendar year after the completion of the course or before the 
submission of the thesis, whichever comes first. After one year an unresolved I 
automatically becomes an F. In no case is a graduate degree awarded to a student who 
has an I on record. 

Minimum Grade Requirements. A student whose cumulative grade point average falls 
below 1.5 is required to withdraw from the Graduate School at the close of the 
semester in which this condition occurs. The grade point average is obtained by 
dividing the total number of grade points earned by the total number of hours 
attempted for a grade, including hours for courses in which the grade is F. Thesis 
credit does not enter into the GPA. 

Individual departments may require a higher grade point average than 1.5 for 
continuing. If there is such a requirement it is stated with the departmental listings 
under Courses of Instruction. Students may also be asked to withdraw for failure to 
make satisfactory progress in research. 

The minimum grade point average required for graduation with the master's 
degree is 2.0. Ph.D. candidates must have a B average in graduate courses at the time 
of both the qualifying and the final examinations. 

Dropping a Course. With the approval of the Dean of the Graduate School or the 
Associate Dean for Biomedical Graduate Studies and the department concerned, a 
student may drop a course during the first six weeks of a semester, or the equivalent 
period during a summer term, without penalty. The official record is Drop, followed 
by the date. 

A student who is permitted to drop a course after six weeks is assigned a Drop (with 
the date) if he or she is doing passing work, or an F if the work is below passing level. 
Courses marked Drop are not counted in determining the grade point average. 
Course change forms can be obtained in the Office of the Dean of the Graduate 
School. 



24 



Withdrawal from the University. During the first six weeks of a semester, a student 
may withdraw from the University without having a grade recorded for courses in 
progress. Withdrawal procedures should be initiated in the Office of the Dean of the 
Graduate School or the Associate Dean for Biomedical Graduate Studies. After six 
weeks, students who withdraw with permission are assigned progress report grades 
of WP in courses in which they are doing passing work at the time of withdrawal and 
WF in courses in which their work is below passing level. These grades, which appear 
on the record as WD (withdrawal from the University), are not counted in credit 
hours or grade point totals, but are considered if the student applies for readmission. 
A student who withdraws without the approval of the Dean of the Graduate School or 
the Associate Dean for Biomedical Graduate Studies and the department concerned 
is assigned grades of F for all courses in progress. 



Grades Assigned: 

A — Excellent 
B — Good 
C — Low pass 

F — Failed (counted as hours attempted) 
I — Incomplete (becomes passing grade or F) 
Drop — Official drop (not counted as hours attempted) 
WP — Withdrew passing (not counted as hours attempted) 
WF — Withdrew failing (not counted as hours attempted) 

S — Satisfactory progress on thesis research (credit assigned when thesis accepted) 
U — Unsatisfactory progress on thesis research 




Linda N. Nielsen of the Department of Education conducts a seminar. 



25 

Requirements for Degrees 

Degrees Offered 

The Graduate School offers graduate programs leading to the Master of Arts, 
Master of Arts in Education, Master of Science, and Doctor of Philosophy degrees. 
For a description of the programs of the various departments see Courses of Instruc- 
tion. "Instructions for the Preparation of Theses" can be obtained in the Graduate 
Office. 

Foreign Language 

Some degree programs require a reading examination in a modern foreign lan- 
guage — usually French, German, Russian, or Spanish. Students who wish to im- 
prove their knowledge of a language may audit undergraduate classes. Faculty 
members of the language departments assist in the selection of appropriate courses. 
For full-time students there is no additional charge for auditing. 

Students whose programs of study include a foreign language requirement nor- 
mally meet it by submitting satisfactory scores on the Graduate School Foreign 
Language Tests administered by the Educational Testing Service. The tests are given 
on previously announced dates at the University and at many other places. Testing 
dates at Wake Forest are in October and April. Arrangements to take the tests may be 
made in the Office of the Dean of the Graduate School during registration for the fall 
and spring semesters. 

Admission to Candidacy 

Admission to graduate standing does not necessarily commit the student or the 
University to a program of study leading to a graduate degree. Students who wish to 
become candidates for degrees must file applications for candidacy with the Dean of 
the Graduate School or the Associate Dean for Biomedical Graduate Studies. Except 
for doctoral candidates, this may be done after the student has completed one 
semester of graduate work and met the foreign language or special skill require- 
ments. It must be done at least three months before the graduate degree is conferred. 

Requirements for the Master of Arts Degree 

Programs of study leading to the Master of Arts degree are offered in the depart- 
ments of anthropology, biology, English, history, mathematics, physical education, 
psychology, religion, and speech communication and theatre arts. The degree is 
awarded to candidates who complete a minimum of twenty-four semester hours of 
course work with an average grade of B or above on all courses attempted, meet the 
foreign language or special skills requirements, and write an acceptable thesis for 
which six hours of credit toward the thirty required for graduation are allotted. 
Students may earn additional credit for thesis research, but such hours may not be 
substituted for the twenty-four hours of course work required. 

Residence Requirements. The minimum residence requirement is one academic year 



26 



or three summer sessions. In practice, most students in the arts require at least a 
summer session in addition to the academic year, and most science students require 
two years. At present only the departments of English and history offer programs in 
which degrees may be earned by summer study alone. In all cases, work for the 
degree must be completed within six calendar years of the date of initial enrollment in 
the Graduate School. 

Course Requirements. At least twelve of the twenty-four hours in course work (not 
counting thesis research) required for the degree must be in courses numbered 400 
or above. The remaining twelve hours may be in either 300-level or 400-level courses. 
Credit is allowed for as many as six hours of graduate work transferred from another 
institution, but the minimum residence requirement is not thereby reduced. 

Thesis Requirement. Six of the thirty hours required for the M. A. degree are allotted 
for the thesis.* The examining committee which determines whether or not a thesis is 
approved is appointed by the Dean of the Graduate School and consists of at least 
three members selected from the graduate faculty. The examination is oral and 
includes both the thesis and the student's field of specialization. Although six semes- 
ter hours of credit are recorded when a thesis is approved, no letter grade other than 
S or U is ever assigned for the courses entitled Thesis Research. If a U is assigned, the 
course must be repeated and an S earned before a degree can be awarded. 

Foreign Language and Special Skills Requirement. This general requirement may be 
met by either a reading knowledge of one foreign language or competency in an 
appropriate skill such as statistics or computer programming and operation. The 
specific language or skill is determined by the department in which the student is 
enrolled and reflects the needs of the student for a research tool. (See each depart- 
ment's statement concerning its requirements.) 

Requirements for the Master of Arts 
in Education Degree 

Graduate work in education is offered leading to the Master of Arts in Education 
degree. The minimum residence requirement is one academic year or three summer 
sessions. Students enrolled on a part-time basis may require a longer period to 
complete degree requirements. The degree may be earned in teaching, counseling, 
educational foundations, or School Psychologist I-Psychometrist. The degree is 
awarded to candidates who successfully complete the following requirements within 
six calendar years of the date of initial enrollment in the Graduate School: 

— Demonstrate research competence by passing an examination in a foreign lan- 
guage, statistics, computer programming and operation, or professional education, 
or by successfully completing course work beyond the degree requirements in an 
approved area. The foreign language requirement is met bv passing the Graduate 



*Theses are written under the superi'lsion of the student's graduate committee (an adviser and 
second reader). The department chairman or a deputy appoints the student's committee before the 
end of the first semester the student is in residence and lists the names of the committee members on 
the schedule card for the second semester. The student should confer with the chairman 
concerning the membership of the committee. 



27 



School Foreign Language Test, for which arrangements are made in the Office of the 
Dean of the Graduate School. The statistics examination and the professional educa- 
tion examination are administered by the Department of Education and the com- 
puter examination by the Department of Mathematics. 

— Complete an approved program with a minimum of thirty semester hours, or 
more if required in a specific program, with an overall average grade of at least B on 
all courses attempted. The course requirements in any program must be completed 
in courses numbered 300 or above, with at least half of the total number of required 
hours (exclusive of those for the thesis or research report) in courses numbered 400 
or above. 

— Write a thesis (or optionally, in the counselor's program, a research report), be 
examined on it, and have it approved by the final examination committee. The 
examination is oral and includes both the thesis and the student's field of specializa- 
tion. 

In addition to qualifying for admission to the Graduate School, candidates for the 
M.A. in Education degree seeking North Carolina certification must, where appro- 
priate for the program in question, possess or be qualified for a North Carolina Class 
A teacher's certificate or its equivalent. 

Requirements for the Master of Science Degree 

The Master of Science degree is offered on the Reynolda Campus bv the depart- 
ments of chemistry and physics. In the Bowman Gray School of Medicine it is offered 
by the departments of anatomy, anesthesia, biochemistry, comparative medicine, 
microbiology and immunology, and physiology and pharmacology, and the Program 
in Comparative and Experimental Pathology. 

The Master of Science degree in Medical Sciences is offered to qualified students, 
including medical students and persons holding the M.D., D.V.M.,or D.D.S. degrees. 
This graduate program may be carried out in any department or section of the 
medical school with the approval of the Committee on Biomedical Graduate Studies. 
By virtue of extension into the clinical areas of medicine, the scope of the graduate 
division is broadened and provides the medical student or young clinician with a 
background for further work in academic medicine. 

Residence Requirement. In general, a minimum of twelve months of full-time work or 
its equivalent in residence is required for the master's degree. For students who have 
already completed a part of their graduate work, appropriate adjustment of the 
residence requirement can be made by the Graduate Council. The total allowable 
time for completion of the degree must not exceed four years. 

Course Requirements. A Master of Science degree candidate must have a minimum of 
thirty semester hours of graduate credit. This minimum requirement can include no 
more than six hours of research. 

Students who have completed at least one year of medical study in the Bowman 
Gray School of Medicine can offer certain courses in the medical curriculum for 
credit. Students desiring to transfer from another graduate school are not allowed 
more than six semester hours of credit for previous course work, except in unusual 
cases and upon approval of the Graduate Council. 



28 



The course of study consisting of classes, seminars, and research is compiled by a 
group including the student, the student's adviser, and the chairman of the depart- 
ment of the major field of interest. It is recommended that when possible such 
programs include courses in fields other than that of major interest. At least twelve 
semester hours must consist of graduate courses exclusive of courses included in the 
medical curriculum or 300-level courses on the Reynolda Campus. Sixteen hours of 
lectures, conferences, or examinations, or thirty-two hours of laboratory work are 
equivalent to one semester hour of credit. 

Thesis Requirement. The thesis embodies the results of the student's research. An 
original and four carbon copies or photoduplicates of the thesis approved by the 
department of the major must be submitted to the Committee on Biomedical Gradu- 
ate Studies or the Dean of the Graduate School two weeks before the examination and 
at least four weeks before graduation. Three copies of the thesis remain the propertv 
of the University. An abstract of approximated 200 words is also required. 

Foreign Language and Special Skills Requirement. Candidates for the M.S. degree may 
be required to have a reading knowledge of a pertinent foreign language or demon- 
strate competence in a special skill such as computer programming or the use of 
statistics. The specific language or skill is determined bv the student's major depart- 
ment. The language requirement, if any, is normally met by making a satisfactory 
score on the Graduate School Foreign Language Test. Arrangements to take the test 
may be made in the Office of the Dean of the Graduate School. In those departments 
in which a skill is substituted for a foreign language, the department determines the 
method bv which the requirement is met. (See each department's statement concern- 
ing its requirements). 

Admission to Degree Candidacy. A student is admitted to degree candidacy by the 
Dean of the Graduate School or the Associate Dean for Biomedical Graduate Studies 
after recommendation by the major department. The student must have met satisfac- 
torily the foreign languages and special skills requirement and is expected to com- 
plete the master's degree requirements by one additional semester's work. 

Final Examination. Each candidate for the M.S. degree is examined by a panel of 
four members of the faculty appointed bv the Dean of the Graduate School or the 
Associate Dean for Biomedical Graduate Studies and including the student's depart- 
ment chairman or a deputy, the adviser, a person outside the department who has 
knowledge in the area of the thesis and, for Hawthorne Campus students, a member 
of the Committee on Biomedical Graduate Studies, other than a representative of the 
major department, who acts as chairman. The examination covers the thesis and 
knowledge in related areas and is conducted at least ten days prior to graduation. A 
student may be reexamined only once. 

Requirements for the Doctor of Philosophy Degree 

Programs of study leading to the Doctor of Philosophy degree are offered in the 
departments of anatomy, biochemistry, biology, chemistry, microbiology and im- 
munology, physiology and pharmacology, and jointly bv the departments of compar- 
ative medicine and pathology through the Program in Comparative and Experimen- 
tal Pathology. 



29 



Residence Requirement. A minimum of three years of full-time study, of which at least 
two must be in full-time residence at the University, is required beyond the bachelor's 
degree. The total allowable time for completion of the degree must not exceed seven 
years. 

Course Requirements and Advisory Committee. Specific course requirements are not 
prescribed. Course work is arranged bv the student's advisory committee with the 
approval of the departmental graduate committee to provide mastery of appropriate 
fields of concentration. The advisory committee is appointed by the chairman of the 
department and consists of the student's adviser and two other members of the 
department. Teaching experience during the period of study is encouraged. 

Areas of Concentration. Candidates for the Ph.D. degree must have intensive training 
in a major area of specialization. The student must also have work in at least one 
related area, in the same or in other departments. The course of study designed to 
achieve these objectives is planned bv the student's advisory committee and is subject 
to approval by the Graduate Council. 

Foreign Language and Special Skills Requirement. This requirement may be fulfilled by 
demonstrating a reading knowledge of one or more foreign languages or compe- 
tence in one or more skills such as statistics or computer programming and operation. 
The specific languages and skills offered by the student are determined on an 
individual basis by the student's major department. Language requirements are 
normally met bv making satisfactory scores on the Graduate School foreign Lan- 
guage Tests. Arrangements to take these tests are made at the Office of the Dean of 
the Graduate School. Each department has its own procedures for meeting special 
skills requirements. All examinations in language and skills must be successfully 
passed prior to completing the preliminary examination. (See each department's 
statement concerning its requirements.) 

Preliminary Examination. This examination is conducted by the major department. 
The examining committee selected by the department includes at least three mem- 
bers, one of whom represents a related concentration area. A single written examina- 
tion or a series of written examinations should cover all areas of concentration and 
collateral studies. There may also be an oral examination in which any faculty 
member invited by the examining committee may participate. Decisions as to passing 
are made by the examining committee. In case of failure, the committee can recom- 
mend that the candidate be dropped or that reexamination be allowed no earlier than 
six months from the date of the first examination. A student may be reexamined only 
once. The preliminary examination is normally given near the end of the student's 
second year of graduate study and must be passed at least twelve months prior to the 
date of the awarding of the degree. 

Admission to Degree Candidacy. A student is admitted to degree candidacy bv the 
Dean of the Graduate School or a deputy after recommendation by the chairman of 
the major department. Each candidate must have passed the preliminary examina- 
tion and met satisfactorily the foreign language and special skills requirement. 

Dissertation. Under the supervision of an advisory committee, the candidate pre- 
pares a dissertation embodying the results of investigative efforts in the field of 
concentration. The dissertation must be submitted by the department of the major to 
the Dean of the Graduate School or a deputy at least four weeks prior to the proposed 



30 



date of graduation and is distributed to the examining committee at least two weeks 
before the examination. A minimum of five copies (the original and four carbon 
copies or photoduplicates) must be prepared. Three copies become the property of 
the University. 

At the time the dissertation is submitted, an abstract of 600 words or less must be 
submitted in duplicate for publication in Dissertation Abstracts International. A non- 
refundable dissertation fee of $30 covers the cost of this service. Other agencies of 
publication are encouraged, but such publication does not remove the requirement 
for submission of the abstract to Dissertation Abstracts International. 

Final Examination. A final examination covering the student's major field of con- 
centration and the dissertation is held no later than ten days before graduation. The 
examining panel appointed by the Dean of the Graduate School or a deputy consists 
of the following five members of the Graduate faculty: the chairman of the major 
department or a faculty member chosen bv the chairman, the student's adviser, 
another member of the major department, a representative of a related area, and a 
member from outside the major department who represents the Graduate Council 
and who serves as chairman. Other faculty members may attend the final examina- 
tion and participate in the questioning. In case of failure, the panel may recommend 
that the candidate be dropped or that reexamination be allowed no earlier than six 
months from the date of the first examination. A student may be reexamined only 
once. Two weeks prior to the final examination, the candidate must have prepared 
100 copies of his or her doctoral program to be submitted to the Dean of the Graduate 
School or a deputy for distribution. 




Herman E. Eure, assistant professor of biology, directs students in laboratory. 



31 

Courses of Instruction 



Odd-numbered courses are normally taught in the fall and even-numbered courses in the 
spring. Exceptions are noted after the course descriptions. Semester hours of credit are shown by 
numerals immediately after the course title — for example, (3) or (3,3). Some laboratory courses 
have numerals after the course descriptions, showing hours of recitation and laboratory per week 
— for example, (2-4). The symbols P — and C — followed by course numbers or titles are used to 
show prerequisites and corequisites in the department. Many entries show the name of the 
professor who teaches the course. 

Anatomy 

Hawthorne Campus 

W. Keith O'Steen, Chairman 

Professors Walter J. Bo, W. Keith O'Steen 

Associate Professors David M. Biddulph, Wayne A. Krueger 

Charles E. McCreight, Inglis J. Miller Jr., James E. Turner 

Assistant Professors Paul A. Berberian, Craig K. Henkel, Curtis L. Parker, P. Kevin 

Rudeen, Michael Tytell 

The Department of Anatomy offers a graduate program leading to the Ph.D. 
degree for students interested in research in biologic structure and function and in 
basic medical sciences. 

Areas of research competency demonstrated by members of the faculty include 
experimental morphology, experimental embryology, endocrinology (female repro- 
ductive system, pituitary, thyroid, and parathyroid), neuroanatomy, neurocytology, 
sensory physiology and morphology in taste, cell and molecular biology, regulative 
mechanisms in tissue protein synthesis, regeneration in the nervous system, 
neurochemistry (pineal gland), hormonal influences on retinal neurons, and pros- 
taglandin modulation of intracellular lipid in experimental arteriosclerosis. There 
are ample facilities to support study and research in these areas. 

Minor work is available in the fields of biochemistry, microbiology, immunology, 
physiology, pathology, and radiation biology. Graduate students may take additional 
courses in the biological sciences on the Revnolda Campus. 

Each student is required to obtain experience in teaching by assisting in depart- 
mental courses. 

The foreign language and special skills requirement for the Ph.D. degree mav be 
met by either a reading knowledge of a foreign language or competence in one or 
more special skills as determined by the student's advisory committee. 

Applicants applying for graduate work should have satisfactory prerequisite prep- 
aration in biology, including chordate or vertebrate anatomy; in chemistry, including 
inorganic and organic chemistry; in college physics and mathematics. Students must 
also present satisfactory scores on the Graduate Record Examinations. 

The M.S. was first offered in 1941, the Ph.D. in 1961. 

301. Gross Anatomy. (9) A systematic dissection of the human body is made under 
guidance of the staff. Frequent discussion periods are held in which the laboratory 



32 



work is reviewed and correlated. A series of lectures and discussions of normal 
radiographic anatomy and principles of ultrasound is integrated with the course 
work. P — Three semesters of biology. 

303. Medical Embryology. ( 1 ) This course is an introduction to the major concepts 
of human embryonic and fetal development, including discussions of major con- 
genital abnormalities. P — Permission of instructor. 

305. Microanatomy I — Cells and Tissues. (3) A lecture and laboratory course which 
includes the microscopic, histochemical, and ultrastructural characteristics of cells, 
intercellular substances, and the major tissues of the body with emphasis placed on 
functional correlations. 

306. Microanatomy II — Organ Systems. (3) A lecture and laboratory course which 
includes the microscopic structure of the major organ systems of the body with 
emphasis placed on functional correlations. (2-2) P — 305. 

400. Special Topics in Developmental Biology. (2) This course deals with selected 
current topics in the field of developmental biology. The course includes seminars, 
discussions, and reading assignments in the areas of interest. P — Permission of 
instructor. 

401, 402. Special Topics in Gross Anatomy. (1 or 2, 1 or 2) Special dissection of 
selected structures, as well as discussions, seminars, and reading assignments in 
special areas of gross anatomy. P — Gross Anatomy. 

403, 404. Special Topics in Histology. (1 or 2, 1 or 2) Special preparations and 
discussions, seminars, and reading assignments in selected areas of histology. P — 
Permission of instructor. 

405, 406. Special Topics in Neuroanatomy. ( 1 or 2, 1 or 2) Special preparations, 
reading, and discussions of selected topics dealing with the anatomy, physiology, and 
chemistry of the nervous system. P — 412. 

407. Methods in Histological Research. (3) This course presents to the graduate 
student current concepts of anatomical research, including theoretical considera- 
tions of a variety of methods such as histochemistry, autoradiography, cryostatic 
methods, and electron microscopic methods. P — Permission of instructor. 

408. Methods in Biological Research. (3) Concepts used by members of the depart- 
mental staff in their own research are considered in both theoretical and practical 
aspects. Autoradiography, endocrinological methods, basic embryonic grafting and 
tissue culture, selected biochemical assay methods, and neurobiological procedures 
are considered. P — 107 or equivalent and permission of instructor. 

410. Cell Biology. (3) The historical development of knowledge in the field of cell 
structure and of the chemical components of cells, including concepts of the mecha- 
nism of cell division. The ultrastructure, function, and variation of cellular organelles 
and specialization of the plasma membrane are studied. P — 305, 306. 

412. Neuroanatomy. (3) Lecture and laboratory exercises on the structure and 
function of the human central nervous system. Laboratory includes gross dissection, 
microscopic examination and programmed instruction. Research information will be 



IMtA M^~ 




Graduate students have access to open stacks in the Z. Smith Reynolds library. 



34 



provided in conferences to supplement lecture and laboratory material. P — 
Permission of instructor. 

414. Endocrinology of the Female Reproductive System. (4) A lecture and labora- 
tory course designed to present concepts of the regulation of ovarian hormones and 
their effects on the morphology, physiology, and biochemistry of target tissues. (2-4). 
P — Permission of instructor. 

415. Sensory Neurobiology. (3) (1 hour major credit allowed for anatomy students.) 
See Interdisciplinary Courses. 

416. Human Developmental Anatomy. (2) This course presents advanced concepts 
in human development. Both fetal dissections and an in-depth coverage of the 
original literature on selected topics are included. P — Permission of instructor. 

419, 420. Seminar. (1, 1) Research reports presented by students, faculty, and 
individuals from other departments or institutions. The seminar topic changes each 
semester. 

425, 426. Research. Closely supervised research in various topics in anatomy, in- 
cluding research in preparation for the doctoral dissertation. 

Anesthesia 

Hawthorne Campus 

Thomas H. Irving, Chairman 

Professor Thomas H. Irving 

Assistant Professors Edward H. Stullken, Raymond C. Roy 

The Department of Anesthesia offers a program leading to the Master of Science 
degree in Anesthesia and designed to prepare students for careers in the teaching of 
anesthesia and scientific investigation in this field. The Master of Science degree is 
offered to qualified students holding both the baccalaureate degree and a graduation 
certificate from an accredited school of nurse anesthesia or accredited residency 
program. Applicants are required to submit scores on the Graduate Record Exami- 
nations and should have maintained a B average in undergraduate studies. Other 
requirements are in accordance with those prescribed by this bulletin. 

A Master of Science candidate must have a miniumum of thirty hours of graduate 
credit, twelve of which will consist of graduate courses numbered 400 or above. The 
course of study consists of classes and seminars selected by the student and his or her 
adviser. A thesis is not required for this degree but as a partial substitute a library 
research paper will be necessary for the completion of the terminal semester of 
Anesthesia 403, 404. Candidates need not have a foreign language skill but may be 
required to demonstrate competence in a special skill such as computer program- 
ming or the use of statistics. Before admission to degree candidacy by the Associate 
Dean for Biomedical Graduate Studies, the candidate shall have exhibited proficien- 
cy in the administration of anesthesia by having obtained a certified registered nurse 
anesthetist certificate or an anesthesia residencv completion certificate. 

Students are expected to obtain a broad background in biochemistry, physiology 
and pharmacology (Biochemistry 405, Physiology 392 and Pharmacology 301). The 



35 



student is expected to take at least seven hours in course work to be chosen from 400 
level courses offered by the Departments of Education and Pharmacology. 
This program began in 1980. 

401. Physicochemical Principles in Anesthesia. (3) This course treats in depth the 
physiology and mechanics of anesthesia and associated monitoring equipment. 
Emphasis is on the understanding of the physics involved in the design and operation 
of anesthetic and monitoring equipment. There is an introduction to computers and 
a complete review of the pharmacology and physiology of drugs used in anesthetic 
practice. 

403, 404. Seminar. ( 1 , 1 ) A weekly seminar in anesthesia including special anesthetic 
techniques, pharmacology and physiology for the care of patients undergoing 
surgery, and information on a variety of specialized surgical diciplines. 

405, 406. Advanced Topics in Anesthesia. (1,1) An advanced lecture and student 
participation course dealing with areas of new knowledge in the art and science of 
anesthesia. 

491, 492. Research in Anesthesia. (Credit to be arranged.) 

Anthropology 

Reynolda Campus 

Stanton K. Tefft, Chairman 

Professors Eugene Pendleton Banks, Stanton K. Tefft 

Associate Professors David K. Evans, J. Ned Woodall 

Assistant Professor David S. Weaver 

Adjunct Assistant Professor Jay R. Kaplan 

The Department of Anthropology offers a program leading to the M.A. degree in 
anthropology. The program requires the completion of thirty hours of work, of 
which six hours are allotted for thesis research. Also required is a demonstrable 
competence in a special skill or a foreign language. The special skill must be appli- 
cable to the student's research interests. At least twelve hours (not counting thesis 
research) must be in courses numbered above 400, including 452 (Anthropological 
Theory) and either 461 (Methods in Cultural Anthropology), 465 (Methods in 
Applied Anthropology), 470 (Methods in Physical Anthropology), or 472 (Methods 
in Archeology). In addition, 380 (Anthropological Statistics) is required for gradua- 
tion. A student must have a B average or higher for graduation and must submit a 
thesis and pass an examination on it. 

Thesis research normally is oriented toward archeology, physical anthropology, or 
cultural anthropology. Facilities are provided through the Museum of Man, an 
affiliate of the department, where there is an active research program in archeology, 
physical anthropology, and cultural anthropology. Students may participate in var- 
ious contract archeology programs, an internship program with the Archeology 
Branch of the North Carolina Division of Archives and History, and the study of 
various archeological and ethnographic collections housed in the Museum. Research 
in physical anthropology includes paleopathology, nutrition and growth, osteology. 



36 



primatology, and human evolution. The Bowman Gray School of Medicine provides 
additional research facilities for selected students. Research in cultural anthropology 
includes tribal and peasant studies, political anthropology, museology, and cultural 
ecology. 

An entering student is expected to have an undergraduate degree in anthropologv 
or a closely related discipline, although exceptions mav be granted under special 
circumstances. Enrollment in the program is limited to insure close student/faculty 
contact throughout the graduate study. 

Additional information may be secured from the departmental chairman or the 
Dean of the Graduate School. Anthropology became a separate department and 
resumed offering the M.A. degree in 1978. Departmental graduate committee: Tefft 
(chairman). Banks, Woodall, Evans, Weaver. 



FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

305. Conflict and Change on Roatan Island (Honduras). (3) Readings and field 
research focusing upon the barriers and processes of sociocultural and technological 
change in a heterogeneous island community. Usually offered in the sumtner. 

310. Museum Design and Operation. (3) The principles of museum design and 
operation. Lectures, readings, workshops with visiting experts in the field, and field 
trips to neighboring museums (possiblv to Washington, D.C.). Students have an 
opportunity to put some of the principles in practice bv planning and designing 
exhibits in the Museum of Man. 

342. Peoples and Cultures of Latin America. (3) Ethnographic focus on the ele- 
ments and processes of contemporary Latin American cultures. 

343. Anthropology and Developing Nations. (3) Analytic survey of problems facing 
emerging nations and the application of anthropological theory in culture-change 
programs. 

344. Medical Anthropology. (3) The impact of Western medical practices and 
theory on non-Western cultures and anthropological contributions to the solution of 
world health problems. 

351. Physical Anthropology. (3) Introduction to biological anthropology; human 
biology, evolution, and variability. 

352. Laboratory Methods in Physical Anthropology. (2) Basic methods utilized by 
physical anthropologists to gather data, such as blood grouping, measurement, 
dermatoglvphics, and dental tasting. Lab — two hours. 

353. Peoples and Cultures of Africa. (3) The ethnology and prehistory of Negro 
Africa south of the Sahara. Not offered in 1981-82. 

354. Primitive Religion. (3) The worldview and values of non-literate cultures as 
expressed in myths, rituals, and symbols. 

355. Language and Culture. (3) Introduction to the relations between language and 
culture, including methods for field research. 



37 



356. Old World Prehistory. (3) Introduction to prehistoric archeology; field and 
laboratory techniques, with a survey of world prehistory. 

358. The American Indian. (3) Ethnology and prehistory of the American Indian. 

359. Prehistory of North America. (3) The development of culture in North Amer- 
ica as outlined by archeological research, with an emphasis on paleoecology and 
sociocultural processes, 

360. Archeology of the Southeastern United States. (3) A study of human adapta- 
tion in the Southeast from the Pleistocene to the present, emphasizing the role of 
ecological factors in determining the formal aspects of culture. 

361. Conservation Archeology. (3) A study of the laws, regulations, policies, pro- 
grams, and political processes used to conserve perhistoric and historic cultural 
resources. 

362. Human Ecology. (3) The relations between man and the inorganic and organic 
environments as mediated by culture; laboratory experience with aerial photography 
and other remote sensing techniques. 

364. Human Osteology. (3) A survey of human skeletal anatomy and analysis, 
emphasizing archeological and anthropological applications. 

366. Human and Non-Human Evolution. (3) Investigation of primate and human 
evolution, both in anatomy and behavior. 

371. European Peasant Communities. (3) Lectures, reading, and discussion on 
selected communities and their sociocultural context, including folklore, folk art, and 
processes of culture change. 

380. Anthropological Statistics. (3) Basic statistics, emphasizing application in 
anthropological research. 

381, 382. Archeological Research. (3,3) The recovery of anthropological data 
through the use of archeology, taught in the excavation and interpretation of a 
prehistoric site. 

383, 384. Field Research in Cultural Anthropology. (3, 3) Training in techniques 
for the study of foreign cultures, carried out in the field. 

385, 386. Special Problems Seminar. (3,3) Intensive investigation of current scien- 
tific research within the discipline, concentrating on problems of contemporary 
interest. 

387. Advanced Statistical Analysis in Anthropology. (3) Principles of multivariate 
statistical analysis and applications to anthropological problems. 

388. Senior Seminar. (3) A review of the contemporary problems in the field of 
archeology and physical and cultural anthropology. 

398, 399. Independent Study. (3, 3) A reading, research, or internship course 
designed to meet the needs and interests of selected students, to be carried out under 
the supervision of a departmental faculty member. 



38 



FOR GRADUATE STUDENTS 



452. Anthropological Theory. (3) A study of the historical and conceptual develop- 
ment of modern anthropological theory with emphasis on 20th century theory. Tefft 

461. Seminar: Research Methods in Cultural Anthropology. (3) The use of the 

scientific method in cultural anthropology; a survey of methods of field work in 
cultural anthropology and ethnology, with emphasis on the design of field studies 
and techniques used in collecting and analyzing data and some field work. Banks 

465. Seminar: Research Methods in Applied Anthropology. (3) An attempt to 
assemble the basic cultural factors which must be understood for the successful 
introduction of change into newly developing nations. The impact of Western 
technology, thought, and social organization on such societies is stressed. The course 
attempts to relate anthropological theory about processes of cultural change to 
practical problems of modern life. Evans 

470. Seminar: Research Methods in Physical Anthropology. (3) A survey of cur- 
rent research problems and methods in physical anthropology, concentrating on 
integrating research problems in physical anthropology with cultural anthropology 
and archeology. Weaver 

472. Seminar: Research Methods in Archeology. (3) A study of the literature on 
research methods in archeology, supplemented by practice in the field and in the 
laboratory. All phases of archeological research explored, from survey and excava- 
tion to analysis and report writing. Woodall 

485, 486. Directed Reading and Research. (3, 3) Provides graduate students with 
opportunities for reading in areas not covered by other courses or research not 
directly related to the thesis project. Staff 

491, 492. Thesis Research. (3, 3) Staff 



Biochemistry 

Hawthorne Campus 

Moseley Waite, Chairman 

Professors Lawrence R. DeChatelet, Edward J. Modest, Charles N. Remy, 

Cornelius F. Strittmatter, Moseley Waite 

Associate Professors Carol C. Cunningham, George J. Doellgast, 

Frank H. Hulcher, Peter B. Smith 

Research Associate Professor Robert L. Wykle 

Assistant Professors Ibrahim Z. Ades, Bill A. Kilpatrick, 

J. Wallace Parce, J. Courtland White 

The graduate training program of the Department of Biochemistry is designed to 
prepare students for careers of investigation and teaching in biochemistry and in 
related sciences that involve biochemical approaches and techniques. The programs 
of study are individually planned, although all students are expected to possess 



39 



competence in certain basic areas of biochemistry and related sciences. Programs 
leading to either the Ph.D. or the M.S. degree in biochemistry are offered. 

To provide a broad, firm basis for advanced work, the initial phase of the student's 
program generally includes the courses Biochemistry of Medicine or General Biochemistry, 
Biochemical Techniques, Literature Seminar, and correction of any areas of deficiency. 
Specialization and depth are provided through pertinent advanced courses in 
biochemistry, including sections of the cyclical sequence of advanced topics in bio- 
chemistry, and selected courses in other departments. The student also participates 
in the department's program of research seminars and may obtain guided teaching 
experience. A requirement for competence in a special research skill may be included 
in the course of study if pertinent to the student's area of interest and career plans. 

Thesis research under the supervision of a faculty member may be pursued in 
various areas of biochemistry, including enzymology, membrane structure and func- 
tion in excitable tissues, relation of lipid and protein metabolism and of protein-lipid 
association to membrane structure and function, immunochemistry of enzymes, 
biological oxidations and bioenergetics, intermediary metabolism, biochemical con- 
trol mechanisms, biochemistry of development, molecular genetics and nucleic acid 
function, biophysics, relations of structure to function in enzymes and other proteins, 
oncology, and leukocyte metabolism and function. The department has specialized 
equipment and facilities to support training and investigation in these areas. 

The M.S. degree has been offered since 1941, the Ph.D. since 1962. 

391. Biochemistry of Medicine. (7) A lecture-conference course in general bio- 
chemistry that covers the basic areas of biophysical chemistry, enzymology, metabo- 
lism, molecular genetics, and the physiological chemistry of tissues and cells. This 
course provides the student with a broad exposure to the various areas of biochemis- 
try. P — General and organic chemistry and permission of instructor. Staff 

400, 401. Biochemistry Literature Seminar. (1,1) Presentations and discussions by 
students and staff members. Meets weekly. 

402, 403. Introduction to Biochemical Research. (1-5 credit to be arranged) Con- 
ferences on biochemical literature, the planning and execution of research, and the 
interpretation and presentation of experimental results. To put these principles into 
practice, individualized laboratory projects are carried out under the supervision of 
staff members. Waite, Staff 

404. Advanced Topics in Biochemistry. (2-8) An advanced lecture/conference 
course that considers various areas of current interest or rapid development in a 
two-year cycle (one semester each year). Individual sections of the course may be 
taken separately for credit. (Maximum total credit 14 hours.) Topics to be covered in 
1981-82 are: (a) membrane biology, 3 hours (Waite) (Spring 1982); (b) biochemical 
genetics, 3 hours (Remy) (Fall 1981). 

405. General Biochemisty. (5) Lectures and problem sessions to provide rigorous 
and intensive treatment of general biochemical topics for graduate students. Em- 
phasis is on development of a working knowledge of biochemical material, including 
quantitative relationships. P — General and organic chemistry and permission of 
instructor. Staff 



40 



406. Physical Biochemistry. (3) Consideration of physical and physiochemical con- 
cepts and their application to biochemical research. Lectures and discussions, prob- 
lems and laboratory sessions. P — General biochemistry and physical chemistry or 
equivalent. Offered in odd-numbered years. Parce 

407. Biochemical Techniques. (2) Theory and application of selected important 
biochemical laboratory techniques. Lectures, problems, and laboratory. PorC — 391, 
405, or equivalent exposure to biochemistry. Doellgast, Staff 

408. Enzymology. (2) The nature of enzymes, enzyme kinetics, and mechanisms of 
action, and of methods employed in enzyme studies. Lectures, discussions, and 
problems. P — General biochemistry or equivalent. Offered in even-numbered years. 

Cunningham 

410. Biochemistry and Function of Blood Components. (2) The course offers 
intensive exposure to the morphology, biochemistry, and function of the various 
components of human blood. Lectures concentrate on the individual components, 
including erythrocytes, leukocytes, platelets, and humoral factors such as the comple- 
ment cascade and the clotting mechanism. Emphasis on normal cellular metabolism 
and aberrations in metabolism in various disease states. P — General biochemistry or 
permission of instructor. Offered in odd-numbered years. DeChatelet 

412. Immunochemistry. (2) Structures of antibodies and their synthesis, the struc- 
ture of antigenic determinants, complement, qualitative and quantitative techniques. 
The course attempts to provide a working knowledge of immunochemistry as a basic 
research tool in biochemistry and to introduce the student to the structural compo- 
nents of antibodies and antigens which make it possible to develop such a diverse 
repertoire of specific antibodies during the immune response. P — 391, general 
biochemistry or equivalent. Offered in even-numbered years. Doellgast 

419, 420. Research. The department offers opportunities for investigation in a wide 
variety of biochemical subjects under the guidance of staff members. Staff 

Biology 

Reynolda Campus 

Gerald W. Esch, Chairman 

Professors Charles M. Allen, Gerald W. Esch, Mordecai J. Jaffe, Raymond E. Kuhn, 

James C. McDonald, Robert L. Sullivan, Peter D. Weigl, Raymond L. Wyatt 

Associate Professors Ralph D. Amen, John F. Dimmick, Ronald V. Dimock Jr., 

Herman E. Eure, A. Thomas Olive, 

Assistant Professors Ramunas Bigelis, Carole L. Browne, Robert A. Browne, 

Hugo C. Lane 

Adjunct Professors Harold O. Goodman, Stephen H. Richardson 

Adjunct Associate Professor J. Whitfield Gibbons 

The Department of Biology offers programs of study leading to the M.A. and 
Ph.D. degrees. 

For admission to graduate work, the department requires an undergraduate major 
in the biological sciences or the equivalent (thirty semester hours or eight courses in 



41 



biology, including some botany and zoology, beyond a general course), plus at least 
four semesters of work in the physical sciences. Any deficiencies in these areas must 
be removed prior to admission to candidacy for a graduate degree. 

At the master's level the department emphasizes broad biological training rather 
than narrow specialization. Current research opportunities include physiological 
ecology, organismal physiology, animal behavior, plant and animal systematics, 
mycology, immunology, cell biology, parasitology, and population and community 
ecology. It should be noted that graduate students desiring to use work taken in 
biology for graduate teacher certification should consult the Department of Educa- 
tion before applying for candidacy. 

At the doctoral level few specific requirements are prescribed. Under the guidance 
of the student's faculty adviser and advisory committee and with the approval of the 
departmental graduate committee, individual programs are designed for each stu- 
dent. As a supplement to or a substitution for part of the formal course work, the 
department has established a special Tutorial Program. This program brings to 
campus each year three to Five outstanding biologists to direct and participate in a 
series of seminars and discussion sessions with doctoral candidates. The areas cov- 
ered by the Tutorial Program vary from year to year. In the past several years the 
program has emphasized genetics, physiological ecology, biosystematics, population 
ecology, and parasitology. 

The limited enrollment in the Ph.D. program dictates that prospective students be 
accepted into that program only after it has been determined that their interests are 
compatible with the areas of expertise represented by the faculty. Prospective Ph.D. 
students are encouraged to correspond with staff members whose areas of interest 
may seem compatible with their own. Additional information is available from the 
chairman of the departmental graduate committee. 

Graduate study often requires the use of special research tools and skills such as 
computer work or foreign languages. Candidates for the M.A. degree must demon- 
strate proficiency with one such special skill; Ph.D. candidates must be competent 
with two skills. The student's advisory committee determines in consultation with the 
student and with the approval of the departmental graduate committee the specific 
areas and demonstrations of competence associated with these skills requirements. 
Specific course work in areas such as biometrics and electron microscopy may be used 
to satisfy a skill requirement, if approved by the advisory committee. A course used to 
satisfy that requirement may not be counted in the credit hours required for the M.A. 
degree. 

At least one year of teaching, e.g. as a teaching assistant, is required of all Ph.D. 
students during their tenure. 

All M.A. and Ph.D. students must take Biology 415 and 416. 

In order to remain a bona fide graduate student in the department, the student 
must maintain a B average in all courses attempted. Any time this condition is not met 
the student must reapply for acceptance into the program. 

Wake Forest is an institutional member of the Highlands Biological Station, which 
offers research facilities in a high mountain area rich in transitional flora and fauna. 
The department has a field station situated on Belews Lake, about twenty miles from 
the Reynolda Campus. 



42 



Study leading to the M.A. degree was inaugurated in 1961. The Ph.D. degree 
program began in September 1970. Departmental graduate committee: Dimock 
(chairman), Eure, Kuhn, Sullivan, and one graduate student. 



FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

312. Genetics. (4) A study of the principles of inheritance and their application to 
plants and animals, including man. Laboratory work in the methods of breeding 
some genetically important organisms and of compiling and presenting data. Sullivan 

314. Evolution. (3) Analysis of the theories, evidences, and mechanisms of evolu- 
tion. Allen 

320. Chordates. (4) A study of chordate animals, with emphasis on comparative 
anatomy and phylogeny. Dissection of representative forms in the laboratory. Allen 

321. Parasitology. (4) A survey of protozoan, helminth, and arthropod parasites 
from the standpoint of morphology, taxonomy, life histories, and host/parasite 
relationships. Esch, Eure 

323. Animal Behavior. (3) A survey of laboratory and field research on animal 
behavior. This course may count as biology or psychology, but not both; choice to be 
determined at registration. Falkenberg, Weigl 

325. Plant Anatomy. (4) A study of comparative anatomy of the vascular plants, with 
emphasis on phylogeny and anatomical microtechniques. Wyatt 

326. Microbiology. (5) The structure, function, and taxonomy of microorganisms 
with emphasis on the bacteria. Some immunological processes are considered. 

McDonald 

327. Non-Vascular Plants. (4) An examination of representative non-vascular 
plants, with emphasis on morphology and phylogeny. McDonald 

328. Vascular Plants. (4) A comparative survey of the vascular plants, with emphasis 
on structure, reproduction, classification, and phylogeny. Wyatt 

331. Invertebrates. (4) Systematic study of invertebrates, with emphasis on function- 
al morphology, behavior, ecology, and phylogeny. Dimock 

333. Vertebrates. (4) Systematic study of vertebrates, with emphasis on evolution, 
physiology, behavior, and ecology. Laboratory devoted to systematic, field, and 
experimental studies. Weigl 

334. Entomology. (4) A study of insects, with emphasis on structure, development, 
taxonomy, and phylogeny. Olive 

338. Plant Taxonomy. (4) A study of the classification of seed plants, with emphasis 
on a comparative study of orders and families. Wyatt 

340. Ecology. (4) Interrelationships among living systems and their environments. 
Structure and dynamics of major ecosystem types. Contemporary problems in ecol- 
ogy. Weigl, Amen 



43 



341. Marine Biology. (4) An introduction to the physical, chemical, and biological 
parameters affecting the distribution of marine organisms. Dimock 

342. Aquatic Ecology. (4) A course designed to cover the general principles and 
concepts of limnology and aquatic biology as they apply to lentic and lotic habitats. A 
major portion of the field studies centered at the Belews Creek. Biological Station. 

R. Browne, Esch 

348. Quantitative Biology. (3) An introduction to statistical methods used by biolo- 
gists, including basic statistical parameters, analysis of variance, regression and 
correlation, and non-parametric analysis. R. Browne 

351. Animal Physiology. (4) A study of the physiological activities of all types of 
organisms, with emphasis on intermediary metabolism and regulatory mechanisms. 

Dimmick, Lane 

354. Endocrinology. (3) A course in vertebrate physiological endocrinology, with 
particular reference to phylogenesis and embryology. A section on invertebrate 
endocrinology is included. Lane 

355. Developmental Physiology. (4) A functional study of the growth, develop- 
ment, and reproduction of selected organisms, with emphasis on the regulatory 
mechanisms of morphogenesis. Amen 

357. Cryptobiology. (4) An examination of common hypobiotic rest exhibited by 
living systems, including a consideration of quiescence, dormancy, diapause, hiber- 
nation, estivation, sleep, coma, and death, designed to focus attention on those 
hypobiotic states which border on senescence and death, in an attempt to distinguish 
more clearly living from dead conditions. Various biological materials in a state of rest 
are examined. Amen 

360. Development. (4) A study of development, including aspects of vertebrate, 
invertebrate, and other developmental systems, emphasizing the regulation of dif- 
ferentiation. Kuhn 

362. Immunology. (3) A study of the components and protective mechanisms of the 
immune system. Kuhn 

370. Biochemistry. (4) A lecture/laboratory course including principles of biochem- 
istry, chemical composition of living systems, intermediary metabolism, enzyme 
kinetics, biochemical energetics, and biochemical techniques. Bigelis 

372. Histology. (4) A study of the structure and function of cells, tissues, and organs, 
with laboratory for examination of prepared histological slides. C. Browne 

374. Microtechnique. (3) An introduction to the biological application of light and 
electron microscopy. C. Browne 

375. Regulation of Biochemical Processes. (3) An advanced biochemistry course 
with an emphasis on processes that regulate metabolism at both the cellular and 
organismal levels. Consideration will be given to molecular mechanisms as well as the 
physiological consequences. Prerequisite: Introductory biochemistry Bigelis 



44 



376. Ichthyology. (4) A comparative study of the structure/function, classification, 
and phylogenv of fish. Eure 

391, 392, 393, 394. Special Problems in Biology. (1, 1, 1, 1) Independent library and 
laboratory investigation carried out under the supervision of a member of the staff. 
P — Permission of instructor. Staff 

395. Philosophy of Biology. (3) A seminar course dealing with the philosophical 
structure of the biological sciences, including an examination of major conceptual 
schemes and theoretical ideas unique to biology. Amen 

397. Seminar in Biology. (3) Consideration of major biological topics through 
intensive reading and discussions. Staff 

398. Scientific Communications. (2) An introduction to bibliographic and graphic 
methods, including microscopy, photography, scientific illustration and writing, and 
preparation of manuscripts. P — Permission of instructor. Olive 

All 300 level courses presume a background equivalent to at least Introductory and 
Intermediate Biology (111, 1 50- 1 52). 



FOR GRADUATE STUDENTS 

401-408. Topics in Biology. (1-4) Seminar courses in selected topics, some involving 
laboratory instruction. At least one offered each semester. Staff 

411, 412. Directed Study in Biology. (1,1) Reading and/or laboratory problems 
carried out under and by permission of a faculty member. Staff 

415. Seminar in Molecular and Cellular Biology. (2) Advanced topics in cellular 
and subcellular biology. Staff 

416. Seminar in Organismal and Evolutionary Biology. (2) The consideration of 
advanced topics in the functional aspects of organisms and ecosystems. Staff 

420. Genetics (Cytogenetics). (4) An advanced course stressing genetic mechanisms 
and their biological significance. Bigelis, Sullivan 

430. Invertebrate Zoology. (4) Emphasis on the physiology and ecology of inverte- 
brate animals. Dimock 

433. Vertebrate Zoology. (4) A studv of certain aspects of vertebrate physiology, 
behavior, ecology, and functional morphology. Laboratory devoted to special ex- 
perimental and field studies. Weigl 

440. Physiological Ecology. (4) Intensive study of the sensitivity and behavioral 
responses of organisms to environmental cues. Amen, Dimock, Jaffe 

450. Cellular Physiology. (4) An advanced course stressing the ultrastructure and 
functions of cells and organelles. C. Browne 

460. Developmental Biology. (4) An advanced course in the regulation of develop- 
mental systems. Amen, Kuhn 



45 



462. Immunology. (4) Humoral and cellular immune responses are examined to 
understand the basic immunobiology of vertebrates with special emphasis on cell-cell 
interactions and immunoregulation. Laboratory experiments introduce students to 
basic methods in immunological research. Kuhn 

480. Biosystematics. (4) An examination of the principles of systematics and phy- 
logenetic relations. Olive, Wyatt 

491, 492. Thesis Research. (3,3) Staff 

591, 592. Dissertation Research. (Hours open) Staff 



Biostatistics and Epidemiology 

Hawthorne Campus 
Assistant Professors Wayne T. Corbett, Harry M. Schey 

404. Principles of Epidemiology. (3) A review of the basic concepts of epidemiolo- 
gy, including community diagnosis, analytical techniques, and evaluation of preven- 
tive methods. Examples of both acute and chronic diseases covered in the lectures, 
laboratory, and discussion groups. (2-2). P — Statistics course or equivalent. Corbett 

405. Introduction to Statistics. (3) Descriptive statistics, measures of central tenden- 
cy and dispersion; basic probability theory, probability distributions; estimation and 
hypothesis testing; simple regression and correlation; analysis of frequencies; non 
parametric methods. Schey 

406. Applied Linear Models. (3) Simple and multiple regression; estimation and 
hypothesis testing; matrix methods; one- and two-way analysis of variance; elements 
of statistical design. P — 405 or permission of instructor. Schey 

420. Multivariate Statistical Analysis. (3) Topics in matrix algebra, with emphasis 
on statistical estimation and tests of significance of general multivariate regression 
and analysis of variance models. P — 405 and 406 or permission of instructor. 

Chemistry 

Reynolda Campus 

Ronald £. Noftle, Chairman 

Professors H. Wallace Baird, Phillip J. Hamrick Jr., Roger A. Hegstrom, 

Harry B. Miller, Ronald E. Noftle, John W. Nowell 

Associate Professors Paul M. Gross Jr., Willie L. Hinze 

Assistant Professors Charles F. Jackets, Susan C. Jackets, Richard R. M. Jones 

The Department of Chemistry offers programs of study leading to the M.S. and 
Ph.D. degrees. Opportunities for study in courses and through research are available 
in analytical, inorganic, organic, physical, and theoretical chemistry. Research plays a 
major role in the graduate program. Since the number of graduate students is not 
large, the research program of the individual student is enhanced by close daily 
contact with the faculty. 

All applicants for graduate work in the department are expected to offer as 



46 



preparation college-level fundamental courses in general, analytical, organic, and 
physical chemistry; physics; and mathematics through one year of calculus. During 
registration all new graduate students take placement examinations covering the 
fields of analytical, inorganic, organic, and physical chemistry- Programs of study are 
in part determined by the results of these examinations. 

For the M.S. degree, the student is expected to undertake a broad program of 
course work at an advanced level and to complete successfully an original investiga- 
tion. This investigation must be of the highest quality but necessarily limited in scope. 
In addition to satisfying the general University requirements for the degree, all 
graduate students must pass a departmental qualifying examination. The student 
must also pass a reading competency examination in French or German, although 
certain substitutions may be allowed with the consent of the Department. Students 
who hold assistantships normally spend two years in residence for the completion of 
this degree. 

For the Ph.D. degree, individual programs are designed for each student under 
the guidance of the student's faculty adviser and advisory committee and with the 
approval of the department. The student must present a dissertation and pass an 
examination on it as prescribed by the Graduate School, and other University 
requirements must be satisfied. Satisfactory performance in a reading competency 
examination in German is also required. 

The original graduate program, which led to the M.S. degree, was discontinued in 
1949. The present M.S. program was begun in 1961, the Ph.D. in 1972. Departmen- 
tal graduate committee: C. Jackels (chairman), Baird, Hinze, Jones. 



FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

*323. Organic Analysis. (4) The systematic identification of organic compounds. 
(2-4). P— 222. 

*324. Chemical Synthesis. (2 or 3) A library, conference, and laboratory course. 
Four or eight hours per week. P — 222. 

*334. Chemical Analysis. (4) Theoretical and practical applications of modern 
methods of chemical analysis. (3-4). C — 341. 

*341, 342. Physical Chemistry. (4, 4) Fundamentals of physical chemistry. (3-4). 
P— 112, Mathematics 112, C— Physics 111-112. 

361, 362. Inorganic Chemistry. (4,3) Principles and reactions of inorganic chem- 
istry. (3-4, 3). C— 341. 

371. Introductory Quantum Chemistry. (3) Introduction to the quantum theory 
and its application to chemical systems. (3-0). P — 342 or permission of instructor. 

381, 382. Chemistry Seminar. Discussions of contemporary research. Attendance 
required of all graduate students and all chemistry majors. No credit. 



*Departmental graduate committee approval required. 



47 



FOR GRADUATE STUDENTS 



421, 422. Advanced Organic Chemistry. (3, 3) Principles of organic chemistry, with 
particular emphasis on reaction mechanisms. Hamrick, Jones, Miller 

431, 432. Advanced Analytical Chemistry. (3, 3) Principles and practical applica- 
tions of analytical methods, with particular emphasis on modern spectral methods, 
electroanalytical methods, and chemical separations. Hinze 

441. Molecular Structure. (3) The relationship of spectroscopic, dipole moment, 
diffraction, and other physical data to molecular structure. Spring only 

Susan Jackels, Noftle 

445. Thermodynamics. (3) A study of the application of the principles of thermo- 
dynamics to homogeneous and heterogeneous equilibria. Baird, Nowell 

446. Chemical Kinetics. (3) The application of kinetic theory to the study of chemi- 
cal reactions. Baird, Charles Jackels 

447. Chemical Bonding. (3) A study of the electronic structure of atoms, molecules, 
and ions. Hegstrom, Charles Jackels 

461. Coordination Chemistry. (3) Theory, structure, properties, and selected reac- 
tion mechanisms of transition metal complexes. Susan Jackels, Noftle 

462. Advanced Inorganic Chemistry. (3) Application of theoretical principles to the 
study of inorganic chemistry, with emphasis on classes of compounds. 

Susan Jackels, Noftle 

471. Quantum Chemistry. (3) The quantum theory and its application to the struc- 
ture, properties, and interactions of atoms and molecules. P — 371 or its equivalent. 

Hegstrom, Charles Jackels 

475. Statistical Mechanics. (3) The study of the properties of macroscopic systems as 
arising from the properties and interactions of the constituent molecules. P — 371 or 
its equivalent. Hegstrom, Charles Jackels 

491, 492. Thesis Research. (3, 3) Staff 

529. Tutorial in Organic Chemistry. (3) Hamrick, Jones, Miller 

539. Tutorial in Analytical Chemistry. (3) Hinze 

549. Tutorial in Physical Chemistry. (3) Baird, Gross, Hegstrom, Charles Jackels 

569. Tutorial in Inorganic Chemistry. (3) Susan Jackels, Noftle 

579. Tutorial in Theoretical Chemistry. (3) Hegstrom, Charles Jackels 

591, 592. Dissertation Research. (Hours open) Staff 



48 



Comparative Medicine 

Hawthorne Campus 

Thomas B. Clarkson Jr., Chairman 

Professor Thomas B. Clarkson Jr. 

Associate Professors Bill C. Bullock, Noel D. M. Lehner, Lawrence L. Rudel, 

William D. Wagner 
Assistant Professors M. Cene Bond, Jay R. Kaplan 

The Department of Comparative Medicine offers a program leading to the M.S. 
degree in comparative medicine for students who hold the D.V.M. degree and, in 
conjunction with the Department of Pathology, it offers the M.S. and Ph.D. degrees 
in comparative and experimental pathology (see Interdisciplinary Program). 

Research is an important facet of departmental activity, and research training is 
emphasized in its educational program. Investigative efforts focus on the biology and 
diseases of animals, their maintenance and use in the laboratory, and their relation- 
ship to humans and human disorders. A major interest is comparative atheroscle- 
rosis, including morphologic and metabolic characteristics of atherosclerotic lesions 
in a variety of animal species. 

With the trend toward the use of increasing numbers of primates in research 
related to human health, there is an active interest in the biology and diseases of 
primates. A colony of approximately 1.000 primates of several species is maintained 
to provide ample material for students interested in primate biology. A large colony 
of pigeons, specially bred and maintained for atherosclerosis research, also provides 
opportunities for research in genetics, oncology, and infectious diseases. 

The foreign language and special skills requirements for the M.S. degree may be 
met by either a reading knowledge of a foreign language or a special skill such as 
biostatistics, computer programming, electrocardiography, or electroencephalogra- 
phy. In selecting an appropriate language or skill, the department is guided by the 
student's background and interests. 

The M.S. degree has been offered since 1964. 

301. Introduction to Animal Experimentation. (3) Designed to provide the student 
with a knowledge of the biology and care of the commonly used laboratory animals. 
Emphasis is on strains, sources, anatomy, physiology, and nutrition. Techniques of 
substances administration, specimen collection, and anesthesia are discussed and 
competence achieved bv the student during laboratory exercises. P — B.S. in biology 
or equivalent. Clarkson, Staff 

401,402. Diseases of Laboratory Animals. (5, 5) A two-semester course in which the 
naturally occurring diseases of laboratory animals are considered in depth. The 
lecture portion of the courses is arranged bv animal species to consider the preva- 
lence and physiological and pathological expression of both infectious and metabolic/ 
degenerative diseases. Emphasis is on diagnostic and control methods and in particu- 
lar on the effect of these diseases on experimental animal variation. The laboratory 
portion involves the investigation of animal diseases by clinical laboratory methods 
and the post mortem diagnosis of laboratory animal disease by pathologic and 
microbiologic methods. Emphasis on animal necropsy methods and storage-retrieval 



49 



of data obtained from the necropsy laboratory. P — D.V.M. or M.D. degree or permis- 
sion of instructor. Offered in odd-numbered years. Bullock 

404. Animal Models in Biomedical Research. (5) Designed to provide the student 
with the current knowledge about animal models used in biomedical research. The 
major disease problems of man are discussed by organ system. For each disease 
problem, the advantages and disadvantages of animal models in current use are 
discussed. Both experimentally induced and naturally occurring diseases of animals 
are considered. P — D.V.M. or M.D. degree or permission of instructor. Offered in 
even-numbered years. Clarkson, Staff 

405. Basic Primatology. (3) Acquaints the student with the taxonomic classification 
and geographical distribution of the non-human primates of biomedical interest. 
Additional emphasis on social structure and population dynamics of free-ranging 
groups of primates and social structures of laboratory primate groups. P — 
Permission of instructor. Offered in odd-numbered years. Kaplan 

406. Medical Primatology. (3) Designed to acquaint the student with the anatomic 
and physiologic characteristics and diseases of non-human primates. Emphasis on 
the clinical manifestations, diagnosis, pathologic characteristics, and management of 
infectious diseases which are the principal causes of morbidity and mortality in 
laboratory primates. P — Two semesters of pathology. Offered in even-numbered years. 

Lehner, Staff 

408. Primate Ethology. (3) Introduces the student to current concepts of primate 
behavior, especially as behavior is influenced by environment, to increase under- 
standing of psychosocial influences on disease processes. P — Permission of instruc- 
tor. Offered in odd-numbered years. Kaplan 

409, 410. Advanced Topics in Comparative Medicine. (Credit to be arranged, 1-5) 
An advanced lecture and student participation course dealing with areas of new 
knowledge in comparative medicine. P — General biochemistry, general pathology, 
or equivalents. Staff 

411,412. Necropsy Conference. (1,1) Necropsy cases are presented and discussed 
by postdoctoral fellows and staff. Management of current medical problems and the 
comparative aspects of the materials presented are emphasized. Staff 

413, 414. Research. The department offers research in a variety of topics in labora- 
tory animal medicine, including research in preparation for the master's thesis and 
the doctoral dissertation. Staff 



50 



Education 

Reynolda Campus 

Joseph O. Milner, Chairman 

Professors Thomas M. Elmore, John E. Parker Jr., Herman J. Preseren, 

J. Don Reeves 

Associate Professors John H. Litcher, Joseph O. Milner 

Assistant Professors Patricia M. Cunningham, Linda N. Nielsen, 

Leonard P. Roberge 

The graduate degree is offered in six fields, with certificate programs in four. 
Individual programs of study, which are planned jointly by the students and their 
committees, are based upon students' vocational objectives and educational back- 
grounds. The courses taught in the department may be used also for the renewal of 
Class A or graduate secondary school subject certificates, special subject certificates, 
and special service certificates. 

Certificate Programs 

Graduate Secondary Teacher's Certificate (7-12). The M.A. in Education degree is 
awarded to the candidate with a North Carolina Class A teacher's certificate or its 
equivalent who completes successfully a minimum of thirty semester hours of work, 
including six hours for the thesis, six hours in professional education, and eighteen 
hours in biologv, chemistry, English, history, mathematics, physical education, 
physics, or speech. 

For the candidate who desires the degree in two teaching areas the requirements in 
professional education are the same. The academic field study is twentv-four or more 
semester hours, with at least twelve hours in each of the two teaching fields. The thesis 
is written in one of the two fields. This program requires the completion of thirty-six 
semester hours. 

Graduate Elementary Teacher's Certificate (K—3, 4-9). The M.A. in Education degree is 
awarded to the candidate with a North Carolina Class A teacher's certificate or its 
equivalent who completes successfullv a minimum of thirty semester hours of work, 
including six hours for the thesis. (Approval of program bv North Carolina Depart- 
ment of Public Instruction pending. Contact the Chairman of the Education Depart- 
ment for further information.) 

School Counselor's Certificate. The M.A. in Education degree is awarded to candi- 
dates for the school counselor's certificate who successfullv complete a program of 
study based on the requirements of the North Carolina State Board of Education and 
in keeping with the background and needs of the student. The program usually 
consists of thirty hours distributed between professional education and psychology, 
plus six hours assigned for internship and counseling laboratory, including the 
research report. 

School Psychologist I — Psychometrist Certificate. The M.A. in Education degree is 
awarded to candidates for the School Psychologist I — Psvchometrist certificate who 
successfullv complete a minimum of thirty semester hours of course work, plus six 
hours assigned for practicum and internship, including a research report in a 



51 



program of study based on the requirements of the North Carolina State Board of 
Education and in keeping with the background and needs of the student. By taking 
additional hours, the student can earn dual certification as a School Counselor and 
School Psychologist I — Psychometrist. 

General Programs 

Counseling. The M. A. in Education degree is awarded to candidates who successful- 
ly complete a minimum of thirty-three semester hours, including six hours for the 
thesis or research report, in education and related fields. A common core of courses is 
taken, with some degree of specialization to prepare students for employment in a 
variety of educational and community service agencies. 

Educational Foundations. The M.A. in Education degree is awarded to candidates 
who successfully complete a minimum of thirty semester hours, including six hours 
for the thesis or internship report and six hours in the Department of Education. The 
additional hours are selected from courses in Education and other departments to 
meet the specialized needs and interests of the candidate. State teacher certification 
cannot be earned through this program. 

Master of Arts. Master of Arts degree candidates in the academic areas who hold a 
Class A certificate may be recommended for a C certificate in teaching if an addition- 
al six semester hours of education are taken in the Department of Education. 
Candidates should consult the Department of Education. 

A program of study leading to the M.A. in Education degree has been of fered since 
1967. Departmental graduate committee: Reeves (chairman), Elmore, Parker. 

FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

301. Audio- Visual Education. (3) A survey of the theory, history, and techniques of 
using audio-visual instruments and their relation to the current educational pro- 
gram. Repeated spring and summer. Preseren 

302. Production of Instructional Materials. (3) Methods of producing instructional 
materials and other technological techniques. P — 301 and senior or graduate stand- 
ing. Repeated summer. Preseren 

303. History of Western Education. (3) Educational theory and practice from 
ancient times through the modern period, including American education. Reeves 

304. Theories of Education. (3) Contemporarv proposals for educational theory 
and practice studies in the context of social issues. Reeves 

306. Studies in the History and Philosophy of Education. (3) A study of selected 
historical eras, influential thinkers, or crucial problems in education. Topics 
announced annually. Reeves 

313. Human Growth and Development. (3) Theories of childhood and adolescent 
development, their relation to empirical research, and their educational implications. 
Consideration of the relation to learning of phvsical, intellectual, emotional, social, 
and moral development in childhood and adolescence. Milner 



52 



323. Educational Statistics. (3) Descriptive, inferential, and non-parametric statis- 
tical procedures involved in educational research. Not open to students who have 
taken Psvchologv 211 and 212. P — Permission of instructor. Nielsen 

341. Principles of Counseling and Guidance. (3) Counseling historv, philosophy, 
theory, procedure, and process. Therapeutic and developmental counseling 
approaches in guidance and personnel work in educational, social, business, and 
community service agencies. Repeated spring and summer. Elmore, Roberge 

383. Reading in the Content Areas. (3) An introduction to teaching the basic 
reading skills at the intermediate and secondarv level; vocabulary, comprehension, 
reading rate, selection of texts, and critical and interpretive reading. Particularly 
stressed are diagnoses of reading problems and techniques for correcting these 
problems in specific subject content areas. Cunningham 

390. Education of Exceptional Persons (3) A survey of the tvpes of exceptionality. 
Emphasis will be placed on characteristics, identification, educational programming, 
management, and evaluation. 

391. Teaching the Gifted. (3) A general investigation of the theory and practice 
which have special meaning for the gifted child, including an examination of general 
curricular matters, such as classroom styles, learning modes, epistemological 
theories, developmental constructs, and psvchosociological patterns which have spe- 
cial pertinence to the teacher of the gifted. Milner 

393. Individual Study. (3) A project in the area of study not otherwise available in 
the department; permitted upon departmental approval of petition presented by a 
qualified student. Staff 





Jon C. Lewis, assistant professor of pathology, 
and a student at the electron microscope. 



53 



FOR GRADUATE STUDENTS 



405. Sociology of Education. (3) A study of contemporary society and education, 
including goals and values, institutional culture, and the teaching/learning process. 

Reeves 

407. Philosophy of Education. (3) Survey of philosophical systems and their influ- 
ence on education. Philosophical foundations of educational theories. Analysis of 
educational issues and problems. Reeves 

411. Reading Theory and Practice. (3) A study of current reading theory and 
consideration of its application in the teaching of reading, grades K- 12. Cunningham 

413. Psychology of Learning: Classroom Motivation and Discipline. (3) Study of 
the nature and fundamental principles of learning. Major learning theories and their 
implications for teaching problems. Cognitive processes, concept-formation, prob- 
lem-solving, transfer of learning, creative thinking, and the learning of attitudes, 
beliefs, and values. Research in learning. Spring. Nielsen 

414. Instructional Strategies and Evaluation. (3) Application of learning theories to 
instructional strategies and techniques and evaluation of various assessment tech- 
niques. Litcher 

421. Educational Research. (3) Theory, construction, and procedures of empirical 
research dealing with educational problems. Analysis and evaluation of research 
studies; experience in the design and execution of research studies. Cunningham 

431. Foundations of Curriculum Development. (3) Philosophical, psychological, 
and social influences on the school curriculum. Examination of both theoretical and 
practical curriculum patterns for the modern school. Processes of curriculum de- 
velopment, including the leadership function of administration and research. Spring. 

Parker 

433. Supervision of Instruction. (3) An analysis of various techniques of super- 
vision; orientation of teachers, in-service education, classroom observation, indi- 
vidual follow-up conferences, ways to evaluate instruction, and methods for initiating 
changes. Parker 

435. Appraisal Procedures for Counselors. (3) An overview of the development, 
interpretation, and application of tests of achievement, aptitude, interest, personal- 
ity, intelligence, and other inventories commonly employed bv counselors. Issues in 
appraisal techniques and pertinent concepts of measurement discussed. Roberge 

441. Theories and Models of Counseling. (3) The study of theoretical bases and 
approaches to counseling, including psychoanalytic, behavioristic, existential, phe- 
nomenological, and eclectic; the process of counseling within these approaches. 

Roberge 

442. Group Procedures in Counseling. (3) An experiential and conceptual explora- 
tion of the psychological dynamics and interpersonal communication of small 
groups, including the purpose and process of group procedures, such as group 



54 



guidance, group counseling, T-groups, encounter groups, sensitivity training, 
psychodrama, and sensory awareness techniques. P — 341 or 441. Repeated summer. 

Elmore, Roberge 

443. Vocational Psychology. (3) Vocational development throughout life; psycho- 
logical aspects of work; occupational structure and the classifications of occupational 
literature; theories of vocational choice and their implications for vocational counsel- 
ing. P or C — 34 1 . Repeated summer. Roberge 

444. Individual Assessment. (3) The educational and psvchological evaluation of 
individuals by means of tests, clinical observation, and personal data. Development of 
skills in testing, using the case study method, writing case reports, and formulating 
educational procedures. Not open to students who have taken Psvchology 451. 

Elmore 

445. Counseling Practicum and Internship. (3-6) Observation of counseling; case 
study procedures; analysis of tape-recorded interviews; role-playing; supervised 
counseling experience. P — 341. Repeated spring and summer. Elmore, Roberge 

461. Student Personnel Work and Higher Education. (3) History, philosophy, 
organization, and functioning of student personnel services in American higher 
education; college and university structure, governance, and reform; curricular and 
extracurricular approaches to learning; relevant issues in student life. P — 341, 441, 
or permission of instructor. Elmore 




Dean of the Bowman Gray School of Medicine Richard J anew ay (left) and 
Harold O. Goodman, associate dean for biomedical graduate studies. 



55 



462. Dimensions of College Student Development. (3) Psychology of college stu- 
dent behavior and the developmental stage of youth; the impact of college culture 
and experience on student attitudes, values, and lifestyles; the facilitation of student 
growth through structured experiences, interpersonal procedures, and environmen- 
tal modification. P — 341, 441, or permission of instructor. Summer only. Elmore 

463. Seminar in Counseling. (3) Exploration of special topics in the field of counsel- 
ing and student personnel work. Elmore 

481. Methodology and Research. (3) Advanced study of the methods and materials 
of a specific discipline (English, social studies, mathematics, science) in the curricu- 
lum with special attention directed to the basic research in the discipline. Staff 

483. Readings and Research in Education. (1-3) Independent study and research on 
topics relevant to the student's field of concentration which course may include a 
special reading program in an area not covered by other courses or a special research 
project. Supervision by faculty members. Hours of credit to be determined prior to 
registration. Staff 

491, 492. Thesis Research. (3, 3). Staff 

English 

Reynolda Campus 

Robert N. Shorter, Chairman 

Professors John Archer Carter Jr., Doyle Richard Fosso, Thomas Frank Gossett, 

Alonzo W. Kenion, Elizabeth Phillips, Lee Harris Porter, Robert N. Shorter, 

Edwin Graves Wilson 

Associate Professors Nancy Cotton, Andrew V. Ettin, W. Dillon Johnston, 

William M. Moss, Robert W. Lovett 

Assistant Professor Blanche C. Speer 

The courses for which credit may be earned toward the fulfillment of requirements 
for the M. A. degree offer opportunities for study and research in most of the major 
areas of both British and American literature and in the English language. The 
courses for graduates only (numbered above 400) stress independent study and 
research out of which theses may develop. 

Candidates for degrees are required to have a reading knowledge of a modern 
foreign language. Students can meet this requirement by submitting satisfactory 
scores on the Graduate School Foreign Language Test in French, German, or 
Spanish, or by making a satisfactory grade in an advanced reading course in a foreign 
language taken in residence at the University. With the approval of the department 
another language may be substituted. 

Students seeking graduate teacher certification are required to take six semester 
hours of courses in the Department of Education in addition to those for the M.A. 
degree in English. 

With approval by the departmental graduate committee, students may take one or 
two related courses in other departments. 

This program began in 1961. Departmental graduate committee: Potter (chair- 
man), Ettin, Lovett. 



56 



FOR ADVANCED UNDERGRADUATE AND GRADUATE STUDENTS 

304. History of the English Language. (3) A survey of the development of English 
syntax, morphology, and phonology from Old English to the present, with attention 
to vocabulary growth. Speer 

310. Studies in Medieval Literature.(3) Selected readings from areas such as reli- 
gious drama, non-dramatic religious literature, romance literature, literary theory, 
and philosophy. Offered in alternate years. Shorter 

315. Chaucer. (3) Emphasis on The Canterbury Tales and Troilus and Criseyde, with some 
attention to long minor poems. Consideration of literary, social, religious, and 
philosophical background. Shorter 

320. English Drama to 1642. (3) English drama from its beginnings to 1642, exclud- 
ing Shakespeare. Representative cycle plays, moralities, Elizabethan and Jacobean 
tragedies, comedies, and tragicomedies. Cotton 

323. Shakespeare. (3) Representative plavs illustrating Shakespeare's development as 
a poet and dramatist. Fosso 

325. Studies in English Literature, 1500—1600. (3) Selected topics, prose, and poetry 
from the sixteenth and seventeenth centuries, exclusive of drama and Milton. 
Emphasis on Elizabethan lyrics and Spenser or on Donne and the Metaphysical poets. 

Fosso 

327. Milton. (3) The poetry and selected prose of John Milton, with emphasis on 
Paradise Lost. Ettin 

330. English Literature of the Eighteenth Century. (3) Representative poetry and 
prose, exclusive of the novel, drawn from Addison, Steele, Defoe, Swift, Pope, 
Johnson, Boswell, Goldsmith, and Burns. Consideration of cultural backgrounds and 
significant literary trends. Kenion 

332. Satire. (3) The nature of the satiric form and the satiric spirit as revealed through 
reading and critical analysis of significant examples, mostly English and American. 
Offered in alternate years. Kenion 

335. Eighteenth Century Fiction. (3) Primarily the fiction of Defoe, Richardson, 
Fielding, Smollett, Sterne, and Austen. Lovett 

350. Romantic Poets. (3) A review of the beginnings of Romanticism in English 
literature, followed by study of Wordsworth, Coleridge, Byron, Keats, and Shelley; 
collateral reading in the prose of the period. Wilson 

353. Nineteenth Century English Novel. (3) Representative major works by Dickens, 
Eliot, Thackeray, Hardy, the Brontes, and others. Lectures and discussion. Carter 

354. Victorian Poetry. (3) A study of Tennyson, Browning, Hopkins, and Arnold or 
another Victorian poet. Johnston 

360. Studies in Victorian Literature. (3) Selected topics, such as development of 
genres, major texts, cultural influences. Reading in poetrv, fiction, autobiography, 
and other prose. Carter, Johnston 



57 



362. Blake, Yeats, and Thomas. (3) Reading and critical analysis of the poetry of 
Blake, Yeats, and DvlanThomas; study of the plays of Yeats and his contemporaries 
in the Irish Renaissance, especially Synge and Lady Gregory. Offered in alternate yean. 

Wilson 

364. Studies in Literary Criticism. (3) Consideration of certain figures and schools of 
thought significant in the history of literary criticism. Offered in alternate years. 

Potter 

365. Twentieth Century British Fiction. (3) A study of Conrad, Lawrence, Joyce, 
Forster, Woolf, and later English writers, with attention to the social and intellectual 
backgrounds. Potter 

367. Twentieth Century Poetry. (3) Selected American and British poets from 1900 
to 1965. Phillips 

368. Studies in Irish Literature. (3) Critical readings of the works of major Irish 
writers within the context of the political, social, and literary history of Ireland. 

Johnston 

369. Modern Drama. (3) Modern drama from its late nineteenth century Naturalist 
beginnings to the contemporary Existentialist/Absurdist theater. Cotton 

372. American Romanticism. (3) Writers of the mid-nineteenth century, including 
Emerson, Thoreau, Hawthorne, and Melville. Moss 

374. Intellectual and Social Movements in American Literature to 1865. (3) Selected 
topics such as Puritanism, the Enlightenment, Transcendentalism, and Romanticism. 
Offered in alternate years. Moss 

376. American Poetry from 1855 to 1900. (3) Readings from at least two of the 
following poets: Whitman, Dickinson, and Melville. Offered in alternate tears. 

Phillips 

378. Literature of the South. (3) The aesthetic, philosophical, and sociological dimen- 
sions of the literature of the South, from the colonial to the contemporary period. 
Writers to include the regional humorists, Faulkner, Ransom, and Williams. Offered 
in alternate years. Moss 

380. American Fiction from 1865 to 1915. (3) Such writers as Twain, James, Howells, 
Crane, Dreiser, Wharton, Cather, and others. Offered in alternate years. Gossett 

381. Studies in Black Literature. (3) Reading and critical analysis of selected fiction, 
poetry, drama, and other writing by representative black Americans. McPherson 

382. Modern American Fiction, 1915 to the Present. (3) Selected topics, such as 
Naturalism, the novel of World War I, Freudianism, Marxism, and Existentialism. 

Moss, Gossett 

383. 384. Theory and Practice of Verse Writing. (3, 3) Emphasis on reading and 
discussing student poems in terms of craftsmanship and general principles. Staff 

386. Directed Reading. (3) A tutorial in an area of study not otherwise provided by 
the English curriculum. Staff 



58 



389. Use of the Library in Literary Research. (3) Attention to materials, methods, 
and bibliography for study in literature. Staff 

390. Structure of English. An introduction to the principles and techniques of 
modern linguistics applied to contemporary American English. Speer 

FOR GRADUATE STUDENTS 

Not every course listed in this section is given every year, but at least three are offered 
in the regular academic year, and normally one in each term of the summer session. 

411. Studies in the Arthurian Legend. (3) Emphasis on the origin and developments 
of the Arthurian legend in England and France, with primary focus on Malory's 
Le Morte Darthur. Attention to social and intellectual backgrounds. Shorter 

415. Studies in Chaucer. Emphasis on selected Canterbury Tales, Troilus and Criseyde, 
and the longer minor works, with attention to social, critical, and intellectual back- 
ground. Lectures, reports, discussions, and a critical paper. Shorter 

421. Studies in Spenser. (3) Emphasis on The Faerie Qiieene; attention to the minor 
works; intellectual and critical background. Lectures, discussions, and class papers. 

Fosso 

425. Studies in Seventeenth Century English Literature. (3) Non-dramatic litera- 
ture of the seventeenth century, exclusive of Milton. Emphasis on selected major 
writers. Lectures, discussions, and presentation of studies bv members of the class. 

Fosso 

433. Eighteenth Century English Novel. (3) A studv of two major English novelists 
of the eighteenth century. Lectures, reports, critical papers. Authors for study 
chosen from the following: Defoe, Richardson, Fielding, Smollet, and Austen. 

Lovett 

435. Major Augustans. (3) A studv of some of the principal works of the period 
1600—1740, selected from the following writers: Dryden, Addison, Steele, Swift, and 
Pope. Lectures, reports, discussion, and a critical paper. Kenion 

443. Nineteenth Century English Novel. (3) A study of two major English novelists 
of the nineteenth century. Lectures, reports, discussions, and a critical paper. Au- 
thors for study chosen from the following: Austen, Dickens, Thackeray, Eliot, and 
Hardy. Carter 

445. British Poetry of the Nineteenth and Twentieth Centuries. (3) A study of 
several British poets chosen from the major Romantics, Tennvson, Browning, Har- 
dy, and Yeats. Wilson 

455. Studies in American Fiction. (3) A study of the principal Fiction of two major 
American writers of the nineteenth century. Lectures, seminar reports, and a re- 
search paper. Authors for study chosen from the following: Poe, Hawthorne, Mel- 
ville, Twain, James, and Faulkner. Gossett 

457. American Poetry. (3) Studies of the poetry and poetic theory of three major 



59 



American writers in the nineteenth and twentieth centuries. Writers chosen from the 
following: Whitman, Dickinson, Frost, Eliot, Stevens, and Williams. Discussions, 
reports, and a critical paper. Phillips 

465. Literary Criticism. (3) A review of historically significant problems in literary 
criticism, followed bv study of the principal schools of twentieth century critical 
thought. Lectures, reports, discussions, and a paper of criticism. Potter 

491, 492. Thesis Research. (3, 3). Staff 



History 

Reynolda Campus 

Richard L. Zuber, Chairman 

Professors Richard Chambers Barnett, Cyclone Covey, Balkrishna G. Gokhale, 

J. Edwin Hendricks Jr., Thomas E. Mullen, Percival Perry, David L. Smiley, 

Henry Smith Stroupe, Lowell R. Tillett, W. Buck Yearns Jr., Richard L. Zuber 

Associate Professors James P. Barefield, Merrill G. Berthrong, David W. Hadley, 

James G. McDowell, J. Howell Smith, Alan J. Williams 

The undergraduate major required for unqualified admission to graduate study in 
the Department of History must contain at least twenty-four semester hours or 
equivalent credits (eight courses), including courses in United States and modern 
European history. The student planning to write a thesis in the South Asian field 
must have completed introductory courses in Asian history and civilization at the 
undergraduate level. An applicant should also have a reading knowledge of French, 
German, Spanish, or another appropriate foreign language at the time of enrollment 
and cannot be considered for admission unless training in a foreign language is 
sufficient to indicate that the Graduate School Foreign Language Test could be 
passed by the end of the first semester. It is suggested that students interested in 
quantified historical research take Mathematics 154, Computer Programming, or 
Mathematics 155, Introduction to Fortran Programming. 

Graduate studv is offered in the history of the United States, modern Europe, 
England, the British Empire, and South Asia. A student's program must include at 
least two seminars at the 400 level. Research materials are available at the University 
or within the area on North Carolina, the South, American church history, historic 
preservation, England, Western Europe, the British Empire and Commonwealth, 
and South Asia. 

Although the minimum residence requirement for the M.A. degree is two semes- 
ters, students should normally plan to spend a calendar year completing require- 
ments. Some courses are offered in the summer session, enabling the student who 
wishes to do so to enter in June and receive the M.A. degree one year later. 

Students desiring to use work taken in the department for graduate teacher 
certification should consult the Department of Education prior to applying for 
candidacy. 

This program began in 1961. Departmental graduate committee: Yearns (chair- 
man), Barnett, Smith, McDowell, Zuber. 



60 



FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

310. Seminar. (3) Offered by members of the staff on topics of their choice. A paper 
is required. Staff 

311, 312. Social and Intellectual History of Modern Europe. (3, 3) Intellectual 
trends in Western European civilization. Fall, seventeenth and eighteenth centuries; 
spring, nineteenth and twentieth centuries. Berthrong 

316. France and England in the Twelfth and Thirteenth Centuries. (3) The struc- 
ture of society, the nature of law, church/state relations, and intellectual develop- 
ments. P — Permission of instructor. Barefield 

319,320. Germany. (3, 3) Fall, origins of the German nation and the rise of Prussia in 
a context of particularism; spring, from the Reich of Bismarck to divided Germany. 

McDowell 

321. France: Old Regime and Revolution. (3) The reconstruction of political and 
social order following the Wars of Religion; the Enlightenment; the collapse of 
monarchy. Williams 

322. France since the Revolution. (3) The quest for a new internal order and the 
reaction of France to an era of rapid change, from the fall of Robespierre to the 
departure of Charles de Gaulle. Williams 

323. 324. England. (3, 3) A political and social survey, with some attention to 
Continental movements. Fall, to 1603; spring, 1603 to present. Barnett, Hadley 

325. Tudor and Early Stuart England. (3) A constitutional and social study of 
England from 1485 to 1641. Barnett 

329, 330. Modern England. (3, 3) Political, social, economic, and cultural history of 
England since 1714. Fall, to 1815; spring, since 1815. Hadley 

331, 332. Russia. (3, 3) Primarily political, with some attention to cultural and social 
developments. Fall, the Russian Empire; spring, the Soviet Union. Tillett 

333. European Diplomatic History, 1848-1914. (3) Research/discussion seminar 
with emphasis on topics from the Bismarck era. Mullen 

337. Urban History: The Changing Modern City. (3) A study of urban development 
particularly in Europe and the United States, and the influences that have charac- 
terized the modern urbanization process since the eighteenth century. Offered only in 
spring 1981. Cribaro 

341. Southeast Asia from 1511 to the Present. (3) A survey of history and culture of 
Southeast Asia under Western colonial systems, with special reference to economic, 
social, and cultural developments, the rise of nationalism, and the emergence of new 
nation-states. Gokhale 

342. The Middle East from Suleiman the Magnificent to the Present. (3) Major 
subjects covered include the rise and fall of the Ottoman Empire, the Arabs and 
Persians under Ottoman hegemony, the rise of Arab nationalism, and the emergence 
of the modern Arab states and their role since World War II. Gokhale 



61 



343. Imperial China. (3) The development of traditional institutions in Chinese 
society to 1644, with attention to social, cultural, and political factors, emphasizing 
continuity and resistance to change. Sinclair 

344. Modern China. (3) The Manchu Dynasty and its response to the Western 
challenge; the 1911 Revolution; the warlord era and the rise of the Communists; 
Chinese Communist society; the Cultural Revolution. Sinclair 

345. 346. History and Civilization of South Asia. (3, 3) An introduction to the 
history and civilization of South Asia. Emphasis on historical developments in the 
social, economic, and cultural life. Gokhale 

347. India in Western Literatures. (3) An historical survey of images of India in 
Western literature, with special reference to religious and philosophical ideas, art, 
polity, society, and culture. Gokhale 

349, 350. East Asia. (3, 3) An introduction to the social, cultural, and political 
development of China, Japan, and Korea. Fall, to 1600; spring, since 1600. 

Sinclair 

351, 352. Social and Intellectual History of the United States. (3, 3) The relation- 
ship between ideas and society. Religion, science, education, architecture, and immi- 
gration are among the topics discussed. Zuber 

353. Colonial English America, 1582-1774. (3) Determinative episodes, figures, 
allegiances, apperceptions, and results of the period, organically considered. Covey 

354. Revolutionary and Early National America, 1763-1820. (3) The American 
Revolution, its causes and effects, the Confederation, the Constitution, and the new 
nation. Hendricks 

355. The Westward Movement. (3) The role of the frontier in United States history, 
1763—1890. Usually offered in summer only. Smiley 

356. Jacksonian America, 1820-1850. (3) The United States in the age of Jackson, 
Clay, Calhoun, and Webster. A biographical approach. Hendricks 

357. The Civil War and Reconstruction. (3) The political and military events of the 
war and the economic, social, and political readjustments which followed. Yearns 

358. The United States from Reconstruction to World War I. (3) National progress 
and problems during an era of rapid industrialization. Yearns 

359. Twentieth Century America I. (3) The transition of America from World War I 
to the eve of World War II, with special emphasis on the "Roaring Twenties" and the 
New Deal. Smith 

360. Twentieth Century America II. (3) Recent United States developments from 
Pearl Harbor to the eve of the present. Smith 

362. American Constitutional History. (3) Origins of the Constitution, controver- 
sies involving the nature of the union, and constitutional readjustments to meet the 
new American industrialism. Yearns 

363, 364. The South. (3, 3) Geography, population elements, basic institutions, and 
selected events. Smiley 



62 



365. Women in American History. (3) A survey of the roles and activities of women 
in America, with emphasis upon selected individuals. Smiley 

366. Studies in Historic Preservation. (3) An analysis of history museums and 
agencies and of the techniques of preserving and interpreting history through 
artifacts, restorations, and reconstructions. P — Permission of instructor. 

Hendricks 

367. 368. North Carolina. (3, 3) Selected phases of the development of North 
Carolina from the Colonial beginnings to the present. Fall, to 1789; spring, since 
1789. Stroupe 

372. Africa since 1800. (3) A survey concentrating on the major themes and prob- 
lems in African history from 1800 to the present. Palmer 

391, 392. Historiography. (3, 3) The principal historians and their writings from 
ancient times to the present. Fall, European historiography; spring, American histor- 
iography. Perry 

398. Individual Study. (3) A project in an area of study not otherwise available in the 
department; permitted upon departmental approval of petition presented by a 
qualified student. Staff 

399. Directed Reading. (1-3) Staff 



FOR GRADUATE STUDENTS 

431, 432. Seminar. (3, 3) Instruction in the methods of historical research and 
writing. Specialists in American, Asian, and European history discuss areas for 
research, bibliographical and reference tools, and available source materials for 
theses in their respective fields. Each student is required to engage in a research 
project and to write a paper for discussion and criticism by the class and the seminar 
director. Staff 

463, 464. American Foundations. (6) A survey of the European heritage and colo- 
nial environment which developed into the American culture of the late eighteenth 
and early nineteenth centuries. A cooperative program of the University and Reynol- 
da House Inc. Lectures provide a continuity of theme; Old Salem and other historic 
sites provide opportunities for giving history a visual dimension. A research project 
required. Summer. Covey, Staff 

466. Advanced Studies in Historic Preservation. (3) A detailed study of current 
preservation activities including recent developments in the museum field, preserva- 
tion law, community preservation, adaptive use, and the economics of preservation. 
P — 366 or its equivalent and permission of instructor. Hendricks 

470. Oral History. (3) Intensive study of select events of recent Piedmont North 
Carolina history, the preparation of sets of questions for interviews, interviews with 
participants of those events, and the evaluation of these interviews as historical 
evidence. Yearns 



63 



481, 482. Directed Reading. (3, 3) A program of extensive reading arranged with a 
specialist in the department in an area chosen by the student. The reading may range 
from a broad survey of a field not previously covered by the student to an intensive 
investigation of a specific topic, but it may not be directly related to the students thesis 
material. Staff 

231. American Art. (4) The survey of American painting from 1600 to 1900. (With 
the approval of the graduate committee, this course may be taken by history students 
for three hours graduate credit.) Smith 

491, 492. Thesis Research. (3, 3) Staff 

Mathematics 

Reynolda Campus 

Ivey C. Gentry, Chairman 

Professors John V. Baxley, Richard D. Carmichael, Ivey C. Gentry, 

Fredric T. Howard, J. Gaylord May, W. Graham May, John W. Sawyer, 

Ben M. Seelbinder, Marcellus E. Waddill 

Associate Professors Elmer K. Hayashi, James Kuzmanovich 

Assistant Professor Ellen Kirkman 

To obtain an M.A. degree in one year a graduate student must present evidence of 
having completed the work required of an undergraduate who majors in mathe- 
matics in a fully accredited college or university. Such a major is understood to 
include at least thirty-three semester hours of mathematics, of which at least eighteen 
require as prerequisite one year of calculus. Students who are admitted with less than 
the level of preparation specified should expect to take additional courses at the 300 
level and remain in residence for more than one year. 

The thirty semester hours required for the master's degree must include at least 
four courses numbered above 400, in addition to Mathematics 49 1,492. An advanced 
course is required in each of the areas of analysis, algebra, and topology. Normally 
this requirement is met with the courses 411, 421, and 431. 

Because of the important mathematical literature in German, French, and Russian, 
the student must pass a reading examination in one of these near the beginning of 
graduate study. The examination used is the Graduate School Foreign Language 
Test. In certain cases the department may prescribe an alternate method of meeting 
this requirement. 

The department has access to an HP 3000 computer for use in teaching and 
research. Students desiring to use work taken in the department for graduate teacher 
certification should consult the Department of Education before applying for candi- 
dacy. 

This program began in 1961. Departmental graduate committee: Gentry (chair- 
man), Baxley, Carmichael, Howard. 

FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 
305S, 306S. Elementary Analysis for Teachers I, II. (3, 3) Concepts from differen- 



64 



tial and integral calculus for Advanced Placement teachers. All topics in the Calculus 
AB and BC courses are covered. 

311, 312. Advanced Calculus I, II. (3, 3) Limits and continuity in metric spaces, 
differentiation and Riemann-Stieltjes integration, sequences and series, partial dif- 
ferentiation and functions of real variables, implicit and inverse function theorem. 
P— 113. 

317. Complex Analysis. (3) Analytic functions. Cauchy's theorem and its conse- 
quences, power series, and residue calculus. P — 113. 

322. Modern Algebra II. (3) A continuation of modern abstract algebra through the 
study of additional properties of groups and fields and a thorough treatment of 
vector spaces. P — 221. 

323, 324. Matrix Theory. (3, 3) Basic concepts and theorems concerning matrices 
and real number functions defined on preferred sets of matrices. P — 121. 

332. Non-Euclidean Geometry. (3) Postulates, definitions, theorems, and models of 
Lobachevskian and Riemannian geometry. 

345, 346. Elementary Theory of Numbers. (3, 3) Properties of integers, congru- 
ences, arithmetic functions, primitive roots, sums of squares, magic squares, applica- 
tions to elementary mathematics, quadratic residues, and arithmetic theory of con- 
tinued fractions. 

348. Combinatorial Analysis. (3) Enumeration techniques, including generating 
functions, recurrence formulas, the principle of inclusion and exclusion, and Polva's 
theorem. 

351. Applied Analysis. (3) Topics which have proven useful in the physical sciences, 
including vector analysis and complex analysis. 

352. Partial Differential Equations. (3) The separation of variables technique for 
the solution of the wave, heat, Laplace, and other partial differential equations, with 
the related study of the Fourier transform and the expansion of functions in Fourier, 
Legendre, and Bessel series. 

353. Mathematical Models. (3) Development and application of probabilistic and 
deterministic models. Emphasis given to constructing models which represent sys- 
tems in the social, behavioral, and management sciences. P — Mathematics 253 or 
Management 462. 

355. Numerical Analysis. (3) A computer-oriented study of analytical methods in 
mathematics. Lecture and laboratory. P — 112 and 155. 

357, 358. Mathematical Statistics. (3, 3) Probability distributions, mathematical 
expectation, sampling distributions, estimation and testing hypotheses, regression, 
correlation, and analysis of variance. P — 113. 

361. Selected Topics. (3) Topics in mathematics which are not considered in regular 
courses. Content varies. 

381. Independent Study. (2) Library and conference work performed on an indi- 



65 



vidual basis. Open only to students with superior records. Six hours per week. 
P — Permission of staff. 



FOR GRADUATE STUDENTS 

411, 412. Real Analysis. (3, 3) Measure and integration theory, elementary func- 
tional analysis, selected advanced topics in analysis. Carmichael 

415,416. Seminar in Analysis. ( 1 , 1) Staff 

418. Topics in Analysis. (3) Selected topics from functional analysis or analytic 
function theory. Baxley 

421, 422. Abstract Algebra. (3, 3) Groups, rings, fields, extensions, Euclidean do- 
mains, polynomials, vector spaces, Galois theory. Kuzmanovich 

423, 424. Seminar on Theory of Matrices. (1,1) Gentry, Staff 

425, 426. Seminar in Algebra. (1,1) Howard, Staff 

431,432. General Topology. (3, 3) An axiomatic development of topological spaces. 
Includes continuity, connectedness, compactness, separation, axioms, metric spaces, 
convergence, embedding and metrization, function and quotient spaces, and com- 
plete metric spaces. Graham May 

435, 436. Seminar on Topology (1,1) Gaylord May, Staff 

437, 438. Seminar on Geometry. (1,1) Sawyer, Staff 

445, 446. Seminar on Number Theory. (1,1) Howard, Staff 

491, 492. Thesis Research. (3, 3) Staff 



Medical Genetics 

Hawthorne Campus 

Harold O. Goodman, Head 

Professors Harold O. Goodman, C. Nash Herndon 

The Section on Medical Genetics offers work leading to the M.S. degree in medical 
sciences. The emphasis in both course work and thesis research is on genetics. The 
thesis topic and thesis research are dependent on the previous training and interests 
of the student. Candidates for graduate degrees are required to have a reading 
knowledge of one foreign language or special skill in computer programming or 
statistics, depending on needs and background. 

Study leading to the M.S. in medical sciences began in 1959. 

401. Human Genetics. (2) Lectures in methodology and principles of human genet- 
ics. Topics considered include tests of genetic hypotheses, population genetics, 
evolutionary changes in human populations, twin studv methods, and chromosomal 
aberrations. P — One course in genetics. Offered in odd-numbered years. 

Herndon, Goodman 



66 



402. Medical Genetics Seminar. (1) Weekly seminars are concerned with both 
classical and current research in medical genetics. Some seminars are presented by 
students. P — Genetics and departmental approval. Offered in even-numbered years. 

Herndon, Goodman 

404, 405. Advanced Topics in Human Genetics. (Credit to be arranged, 1-4) Covers 
areas of current research interest as well as classical studies not covered in existing 
courses. Courses include independent study, assigned reading, and discussions. 
P — General biochemistry and permission of instructor. Goodman 

409, 410. Research. By special arrangement qualified students may participate in 
departmental research in progress or may investigate an independent problem 
under staff supervision. 




R S .T* s 



fc 




/f 






J'ardaman M. Buckalew, professor of medicine and physiology, assists Audrey Rudd, 

graduate student. 



67 



Microbiology and Immunology 

Hawthorne Campus 

Quentin N. Myrvik, Chairman 

Professors Henry Drexler, Louis S. Kucera, Quentin N. Myrvik, 

Stephen H. Richardson 

Associate Professors Donald L. Evans, Eugene R. Heise, Arnold S. Kreger, 

Samuel H. Love 
Assistant Professors Arthur H. Hale, Douglas S. Lyles, Beverly Anne Weeks 

The graduate program of the department is designed to prepare students for 
careers of teaching and investigation in the field of microbiology and immunology. 
The programs of study are designed to satisfy the needs of the individual student. 
The department offers programs leading to the M.S. and Ph.D. degrees. 

The M.S. was first offered in 1941, the Ph.D. in 1964. 

302. Medical Microbiology. (6) Host/parasite relationships of medical importance 
and the principles of infection and immunity studied and discussed. The course 
provides the student with the fundamentals of microbiology needed for continued 
study of the mechanisms, diagnosis, treatment, and prevention of infectious diseases. 
A study is made of fungi, bacteria, viruses, rickettsiae, and animal parasites. P — 
Organic chemistry (two semesters) Kreger, Staff 

304. Introduction to Immunology. (3) A lecture/laboratory course dealing with 
fundamental concepts of immune responses. The development of cellular and 
humoral immune responses and their regulation are considered in relation to infec- 
tious disease, allergy, tissue transplantation, neoplasia, autoimmune disease, and 
immuno-deficiency. Also considered are the properties of antigens and immuno- 
globulins, immunologic specificity, and methods of monitoring immune responses. 
The laboratory is designed to provide practical experience with basic immunologic 
techniques. (2-2) Evans, Staff 

401. Basic Animal Virology. (4) A lecture/laboratory course which deals with basic 
aspects of virus structure and biologic functions, principles of virus replication, 
antiviral agents, genetics of viruses, and consequences of virus/cell interactions. The 
laboratory sessions are designed to give the student experience in fundamental 
techniques involving tissue culture, virus growth kinetics, virus assay, and macro- 
molecular synthesis. (2-4) P — Permission of instructors. Lyles, Kucera 

402. Advanced Topics in Virology. (3) A lecture/conference course designed to 
provide a concentrated analysis of current published research knowledge, particular- 
ly as related to oncogenic viruses. Course content changes with recent advances in 
knowledge and student background and interests. In regard to course content, 
emphasis placed on experimental design, methodology, interpretation of data, and 
relevance to an understanding of regulation of viral gene expression, virus/host cell 
interaction, and oncogenesis. Presentations and discussions demand active student 
participation. P — 401 or permission of instructor. Kucera, Staff 

403. Pathogenesis of Infectious Diseases. (3) A comprehensive course dealing with 



68 



microorganisms associated with infectious diseases and with host/parasite interac- 
tions. The mechanisms by which microorganisms circumvent host defenses and 
produce disease in man emphasized. Areas discussed include incidence and geo- 
graphic distribution of the disease, epidemiologic factors and principles, tissue tro- 
pism of the infectious agent, and the roles of microbial products in eliciting histolog- 
ical, biochemical, and physiological pathology. P — 302 and biochemistry or equiva- 
lent. Offered in odd-numbered years. Kreger, Staff 

404. General Microbiology. (6) A comprehensive course dealing with microorgan- 
isms not normally associated with diseases. The taxonomy, cytology, genetics, phys- 
iology, and ecology of these organisms are emphasized. P — Organic chemistry (two 
semesters); C — Biochemistry. Offered in fall. Richardson, Love 

406. Microbial Genetics. (4) The structure, inheritance, phenoty pic expression, and 
mutation of deoxyribonucleic acid are discussed, with special emphasis on the role of 
microorganisms as a tool in elucidating these characteristics. Specific genetic mecha- 
nisms found in bacteriophage and bacteria are examined in detail. In addition to the 
normal lecture program, each student presents a seminar on a particular aspect of 
microbial genetics. P — 301 or 302 or equivalent. Offered in ex<en-numbered years. 

Drexler 

407. Infrastructure of Microbial and Mammalian Cells. (4) Acquaints the student 
with the various techniques involved in the preparation of biological specimens for 
study with the electron microscope. The student gains experience in the operation of 
the electron microscope and observes demonstrations of cytochemical techniques 
and the application of antigen/antibody markers. (2-4) P — Permission of instructor. 

Leake 

408. Biology of Neoplasia. (3) A multidisciplinary lecture/conference course deal- 
ing with the cell biology, molecular biology, and therapy of neoplasia. Emphasis on 
presentation of experimental research models and survey of current literature per- 
taining to neoplasia. P — Biology or microbiology, immunology, biochemistry desir- 
able. Offered in odd-numbered years. Sethi, Kucera 

409. Introduction to Clinical Immunology. (4) A lecture/laboratory course con- 
cerned with the clinical applications of immunology. Topics include histocompatibil- 
ity, mechanisms of acquired immunity to infectious diseases, mechanisms of 
hypersensitivity to induced disease, autoimmune diseases, immuno-deficiency syn- 
dromes, and tumor/host relationships. (3-2) P — 304 or permission of instructor. 
Offered in even-numbered years. Heise, Staff 

411. Cellular Basis of Immunology. (4) An extensive lecture/discussion course 
considering the cellular basis for immune responses. Intended for advanced students 
of immunology, this course emphasizes new information and experimental design 
from the current literature. P — 304 or equivalent. Offered in odd-numbered years. 

Hale, Staff 

413, 414. Microbiological Techniques. (1-4) An advanced laboratory course in the 
theory and practical applications of clinical microbiology. Intensive study of the 
procedures and techniques used in the diagnosis and treatment of infectious agents 



69 



are provided in the lab. Emphasis on problem solving and laboratory correlation with 
clinical disease. P — Biology 326 or Microbiology 301 and 302. Wasilauskas 

415,416. Seminar in Microbiology. (1,1) Current research problems and reviews of 
the literature presented weekly by graduate students. 

417,418. Seminar in Immunology. (1,1) Current research problems and reviews of 
the literature presented weekly by graduate students. 

419, 420. Research in Microbiology. (Credit to be arranged.) 

S419. Research in Microbiology. (Credit to be arranged.) Research training offered 
to graduate students with faculty advisers in a tutorial system. Summer. 

421,422. Teacher Training. (No credit) Graduate students assist in preparation for 
the medical microbiology course except during the semester they are taking it. 
Advanced graduate students teach laboratory sections in medical microbiology a 
minimum of three semesters and are expected to give lectures in other courses 
offered by the department. (Students receiving University funds are assigned addi- 
tional teaching duties.) P — Advanced standing. 

Diagnostic Clinical Microbiology. See Pathology 418. 



Neuropsychology 

Hawthorne Campus 

Frank B. Wood, Head 

Associate Professor Frank B. Wood 

401. Neuropsychology and Learning Disabilities. (3) Language, perceptual/motor, 
memory, attentional, and emotional deficits arising from neuropsychological factors 
are studied in the context of brain functioning and information processing and 
applied to learning disabilities in children, in both theoretical and practical terms. 
P — Permission of instructor. (Same course as Psychology 467.) Wood 

453. Psychophysiology of Disease Processes. (3) Physiological responsivity to be- 
havioral events is reviewed in the current research literature. Disease states — espe- 
cially those involving the cardiovascular, muscle, and central nervous systems — and 
biofeedback and other therapeutic technologies are especially emphasized. P — 
Permission of instructor and of student's major department. Wood 

482. Readings and Research in Psychology. ( 1 , 2, or 3) Allows the graduate student, 
working under the supervision of a faculty member, to pursue and receive credit for a 
special reading project in an area not covered by regular courses or a special research 
project not related to the master's thesis. Supervising faculty member and hours 
credit for which enrolled determined by graduate committee prior to registration. 
Fall and spring. (Same course as Psychology 482.) Wood 



70 



Pathology 

Hawthorne Campus 

Robert W. Prichard, Chairman 

Professors Robert W. Prichard, Richard W. St. Clair 

Associate Professors Zakariya K. Shihabi, Benedict L. Wasilauskas 

Assistant Professors Jean N. Angelo, John W. Hartz, Jon C. Lewis, Alberto Trillo 

This department, in conjunction with the Department of Comparative Medicine, 
offers a program in comparative and experimental pathology leading to the M.S. and 
Ph.D. degrees. (See Interdisciplinary Program.) 

402. Fundamentals of Pathology. (3) An introduction to the principles of disease 
with special emphasis on mechanisms of cellular and tissue responses. The first 
portion of the course deals with methods of study; cellular pathobiology and mecha- 
nisms of inflammatory response; and genetic, immune, and infectious disorders. The 
second portion is concerned with disorders of cellular differentiation and growth, 
disorders of circulation, metabolic disorders, and aging. Exposure to human gross 
pathologv is provided during the course. P — Histology or permission of instructor. 
Offered in the fall. Trillo. Staff 

410. Pathologic Biochemistry. (2) A lecture course designed to present concepts of 
biochemical changes associated with disease processes. It is meant to provide the 
student with examples of various ways in which biochemical changes can cause 
disease or result from disease. The course is not designed as a survey of all the 
biochemical disorders that have been described; emphasis is on the intensive discus- 
sion of examples of different mechanisms of biochemical alterations associated with 
disease. Examples of biochemical disorders affecting the following systems are 
considered: disorders of protein, amino acid, and carbohydrate metabolism; endo- 
crine disorders; lipid storage diseases; disorders of metal, porphyrin, heme metabo- 
lism and hemostasis; diseases of muscle and connective tissue. P — General biochemis- 
try or 391 or equivalent. Offered in even-numbered yean. St. Clair, McMahan, Lewis 

415, 416. Advanced Topics in Pathology. (Credit to be arranged, 1-5) An advanced 
lecture and student participation course dealing with areas of new knowledge in 
pathobiology. Course content may change with recent advances in knowledge. Four 
semesters may be taken for credit. P — General pathology, Comparative Medicine 
40 1 , or permission of instructor. Offered jointly with the Department of Compara- 
tive Medicine. Staff 

417. Pathobiology of Atherosclerosis. (4) A lecture course exploring intensively the 
pathogenetic mechanisms which underlie this most prevalent human disease. Broad 
areas studied include human atherosclerosis as a disease process (natural history and 
factors affecting extent and severity of atherosclerosis in man), approaches to the 
study of pathogenesis in man (animal models, homeostasis of serum lipid levels, 
arterial metabolism, clotting mechanisms and thrombosis, experimental myocardial 
infarction), and the scientific basis for therapy in atherosclerosis (surgery, sterol 
synthesis inhibitors, chelating agents). P — General biochemistry, general pathology, 
or equivalent. Clarkson, Staff 



71 



418. Diagnostic Clinical Microbiology. (2) A didactic course designed to provide 
the student with an understanding of basic concepts of infectious disease and how 
they relate to clinical microbiology. Emphasis is on the role of the clinical microbiolo- 
gist in the proper collection of specimens, interpretation of laboratory results, and 
selection of appropriate antimicrobial agents. P — Microbiology 302 or equivalent. 
Offered in odd-numbered years. Wasilauskas 

427, 428. Comparative and Experimental Pathology Seminar. (1,1) Seminars on 
topics of current interest are offered weekly by graduate students, staff, and visiting 
lecturers. Staff 

429, 430. Research. Research opportunities are available in comparative and ex- 
perimental pathology projects conducted in the Department of Comparative Medi- 
cine or in the Department of Pathology or jointly. 

Microbiological Techniques. See Microbiology 413, 414. Staff 



Physical Education 

Reynolda Campus 

William L. Hottinger, Chairman 

Professors William L. Hottinger, Paul M. Ribisl 

Assistant Professors William Thomas Boone, W. Jack Rejeski 

The Department of Physical Education offers two programs leading to the Master 
of Arts degree. One program focuses on psychomotor concerns and has two objec- 
tives: to prepare individuals for further graduate study in the psychology of sport 
and physical activity and/or motor development; and to provide an intensive degree 
program for students interested in teaching, coaching, and the organization and 
evaluation of community/school sport programs. The other program of study offers 
a specialization in exercise science and is designed for those who are interested in 
careers in exercise science research, physical fitness programs, and/or further gradu- 
ate study. Both programs have specific prerequisites; deficiencies must be corrected 
before the degree is granted. 

Psychomotor Program 

Candidates for the Psychomotor Program usually have an undergraduate major or 
minor in physical education. Opportunities for research activity exist in many 
psychological and/or motor developmental areas, with particular strength in youth 
sport. Attention is given to the critical examination and implementation of theory 
through experiences in both laboratory and field research. Students interested in 
getting a graduate teaching certificate should consult the Department of Education 
for the necessary requirements. 

The prerequisites for the Psychomotor Program include course work in the princi- 
ples of physical education, anatomy, kinesiology, and physiology of exercise. In 
addition, it is recommended that students have some background in psychology 
and/or sociology. The prerequisites mentioned should be completed before admis- 
sion to the program, but with departmental approval they may be completed during 



72 



the regular course of study. None of the prerequisites may be applied toward the 
graduate degree. All students in the program are required to take the following 
courses, and one elective, to total thirty hours and include the thesis: 406, 415, 416, 
421, 431, 433, 442, 483-484, and 491-492. (The elective must be taken outside the 
departmental offerings.) Candidates are expected to complete this program within 
one calendar year, which consists of two semesters and a summer. 

The candidates for the program are expected to teach one freshman-level course 
of basic instruction in the Department of Phvsical Education each semester in order 
to fulfill the special skill requirement for graduation. 

Exercise Science Program 

Candidates for the Exercise Science Program are not required to have an under- 
graduate major or minor in physical education, although an undergraduate concen- 
tration in the sciences is preferred. Candidates for the program generally pursue 
research careers in exercise science laboratories (exercise physiology, anatomy, and 
kinesiology or rehabilitation) and/or direct programs of exercise training or rehabili- 
tation (YMCAs, industrial fitness programs, and cardiac rehabilitation). The prere- 
quisites for this program include course work in human phvsiology, physiology of 
exercise, and kinesiology. These courses should be completed before admission to 
the program, but with departmental approval thev mav be completed during the 
regular course of studv. None of the prerequisites may apply toward the graduate 
degree. All students in the program are required to take the following courses, and 
one elective, to total thirty hours and include the thesis: 415, 421, 461, 465, 466, 467, 
468, 483-484, and 491-492. (The elective should be taken outside the departmental 
offerings.) This is a fifteen-month program for thirtv hours of credit; candidates are 
required to arrive on campus for the summer session before the regular academic year 
and to remain through the summer session after the academic vear. An opportunity 
for certification as Exercise Test Technologist through the American College of 
Sports Medicine is made available through this program each summer. Candidates 
are encouraged to complete this certification in their first summer session. 

The candidates for the program are expected to teach one departmental course 
each semester in foundations of health and phvsical activity in order to fulfill the 
special skill requirement for graduation. 

The Department of Physical Education began offering graduate study in 1967. 
Departmental graduate committee: Ribisl (chairman), Boone, Hottinger, Hutslar, 
and Rejeski. 



FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

353. Physiology of Exercise. (3) Presents the many effects of muscular activity on 
the processes of the body which constitute the scientific basis of phvsical education. 

Ribisl 

357. Kinesiology and Adaptive Physical Education. (3) A studv of the principles of 
human motion based on anatomical, physiological, and mechanical principles, and 



73 



the application of these principles along with other special considerations in develop- 
ing a program for the atypical student. Boone 

360. Evaluation and Measurement in Health and Physical Education. (3) Presents 
measurement techniques and beginning statistical procedures, to determine pupil 
status in established standards of health and physical education which reflect prevail- 
ing educational philosophy. Rejeski 

363. Personal and Community Health and Safety Education. (3) Presents personal, 
family, and community health problems; study of first aid, safety in the schools, and 
treatment of athletic injuries. Boone 

382. Independent Study in Health and Physical Education. (1-3) Library confer- 
ences and laboratory research performed on an individual basis. Staff 

FOR GRADUATE STUDENTS 

406. Youth Sport: Issues and Controversies. (3) A course designed to introduce 
students to psychological and motor developmental issues surrounding youth sport. 
To enhance both sensitivity and competence, theoretical discussions are combined 
with practical experience in both laboratory and field research. Rejeski 

415. Qualitative Research Design. (3) A study of the various types of research 
relevant to physical education and sport. While attention is given to topics such as 
statistical treatment of data, the primary emphasis involves discussion concerning 
threats to internal and external validity for experimental and quasi-experimental 
designs. In conjunction with a sound methodological approach, practical experiences 
are provided in the preparation and presentation of thesis proposals. Rejeski 

416. Quantitative Research Design. (3) Offers students an opportunity for experi- 
ence in the use of biomedical computer programs. Both univariate and multivariate 
techniques are discussed. Although the theoretical basis of statistical techniques is 
presented, emphasis is on the mechanics and interpretation of programs through 
involvement in research and evaluation in sport settings. Rejeski 

421. Data Analysis and Interpretation. (3) The application of basic statistical tech- 
niques in the analysis and interpretation of data in scientific research. Topics include 
descriptive statistics, simple linear and multiple correlation/regression analysis, t- 
tests, analysis of variance and co-variance, and non-parametric statistics. Ribisl 

431. Motor Behavior and Early Childhood Development. (3) The analysis of de- 
velopmental movement patterns of children with the study of current theories of 
cognitive, emotional, and social development. Principles and concepts related to 
learning and management of the learning environment are stressed. Laboratory 
experiences are included, and emphasis is placed on learning to communicate with 
children, to observe their movement patterns, and to structure their learning en- 
vironment for optimal movement efficiency. Hottinger 

433. The Psychology of Sport and Physical Activity. (3) A comprehensive analysis 
of psychological issues pertaining to sport and physical activity, including a discussion 



75 



of the major approach within psychology related to a variety of content areas relevant 
to sport such as motivation, stress, and aggression. Consideration is given to the 
meaning and future role of sport in American society. Rejeski 

442. Analysis of Teaching and Curriculum Development. (3) Analysis of teaching 
focuses on observational techniques suited for the evaluation of physical education 
teaching and for coaching in a variety of settings. Emphasis is on learning methods 
for self-evaluation and change in teaching and coaching patterns. Curriculum de- 
velopment includes the study of curriculum theory and design and evaluation for 
preschool, elementary, secondary, and college physical education programs, and for 
undergraduate teacher education programs in physical education. Staff 

461. Fundamentals of Out-Patient Cardiac Rehabilitation. (3) The study of the 
various phases in the rehabilitation of cardiac patients after a program of in-patient 
care. Lectures include rationale and procedure for the multiple intervention 
approach in the treatment of the cardiac patient. Laboratory experiences include an 
internship with an out-patient cardiac rehabilitation program. Summer only. 

Boone 

464. Nutrition and Weight Control. (3) A study of the problem of obesity and 
malnourishment in modern society and analysis of the causative factors. Current 
research findings on the influence of genetics, eating behavior, and activity patterns 
upon nutrition and weight control examined. Laboratory experiences include analy- 
sis of diet, assessment of body composition, methods of diet prescription, and be- 
havioral modification as means of intervention in obesity and coronary heart disease. 

Boone 

465. Graded Exercise Testing and Evaluation of Work Capacity. (3) The study of 
the rationale for the use of graded exercise testing in the evaluation of functional 
work capacity. Lectures include the analysis of different modes of evaluation: tread- 
mill, bicycle ergometer, arm ergometer, and field testing, with the application of the 
results in the evaluation of normal and cardiac patients. Laboratory experiences 
include the use of electrocardiogram ergometers and metabolic analysers in the 
assessment of functional capacity. Summer only. Ribisl 

466. Principles of Exercise Prescription. (3) The study of basic physiological princi- 
ples in the prescription of exercise for individuals of differing age and health status. 
Emphasis on the design of safe and effective programs of physical activity, utilizing 
sound principles of exercise prescription in conjunction with pertinent information 
on medical history and functional work capacity. Ribisl 

467. Gross Anatomy and Therapeutics. (4) The study of osteology, myology, and 
neurology of the Rhesus monkey and the human cadaver. Lectures include an 
examination of human anatomy relative to bone and muscle diseases, injuries, and 
muscular efficiency. Basic pathology is discussed as it relates to heart disease, 
orthopedic limitations, and kinesiology. Boone 

468. Administrative Aspects of Preventive/Rehabilitative Programs. (3) Organiza- 
tion and administration of programs of prevention and rehabilitation of coronary 
heart disease; program management and design, budget, personnel, legal liability. 



76 



facilities and equipment, and certification. Lectures, demonstrations, readings, and 
projects. Offered on request. Ribisl 

482. Independent Study in Physical Education. (1-3) Literature and/or laboratory 
research performed on an individual basis under the supervision of a faculty mem- 
ber. Staff 

483, 484. Seminar in Physical Education. (0) Designed to bring all graduate stu- 
dents and graduate faculty together on a regular basis to discuss research proposals, 
research designs and studies, results of research, and current topics in related areas 
of research. Graduate students and faculty are expected to present research propos- 
als and results for critique and discussion. Ribisl 

491, 492. Thesis Research (3, 3) Staff 

Physics 

Reynolda Campus 

George P. Williams, Chairman 

Professors Robert W. Brehme, Ysbrand Haven, Howard W. Shields, 

George P. Williams Jr. 

Associate Professor William C. Kerr 

Assistant Professor George Eric Matthews 

Research Assistant Professor of Medicine Frederick W. Kremkau 

The Department of Physics strives to provide the professional opportunities usual- 
ly associated with large research universities while maintaining the atmosphere of a 
small liberal arts university with an ideal faculty/student ratio. Graduate work leading 
to the M.S. degree is offered in a program designed to meet the needs of students 
with various professional goals. The favorable faculty/student ratio satisfies students 
who want a more personal type of introductory graduate study before entering a 
Ph.D. program elsewhere. There is also a program to meet the requirements of 
students who seek the M.S. degree as an ultimate academic goal before going on to 
teaching or scientific industrial work. The flexibility of the program allows students 
with deficiencies in academic background to obtain sufficient preparation to qualify 
for admission to graduate schools at larger universities. 

The entering student is expected to have a sound knowledge of undergraduate 
mechanics, electricity and magnetism, thermodynamics, and atomic and nuclear 
physics. Provision is made to allow deficiencies to be remedied. The course of study 
for each student is planned in conference with the graduate adviser after evaluation 
of academic background and experience. 

The student's course of study must include Physics 411, 412, and 441, as well as 
participation in departmental seminars. These seminars, in fields of special interest, 
are regularly scheduled and are often conducted by outside speakers. In addition to 
satisfying the residence and course requirements, the student must be admitted to 
candidacy, complete an acceptable thesis under faculty supervision, and pass an oral 
examination in its defense. Although a full-time student with no deficiencies may 
complete the degree requirements in one year and one summer, a student who serves 
as as assistant ordinarily takes two years to complete the degree. 




Provost and Professor of English Edwin Graves Wilson. 



78 



A Wake Forest undergraduate may essentially complete the requirements in one 
year even as a teaching assistant by following the schedule outlined in the five year 
B.A./M.S. program (see College bulletin). 

Candidates for degrees are expected to meet the foreign language and special skills 
requirement by submitting satisfactory scores on the French or German Graduate 
School Foreign Language Test. In certain cases with departmental approval, another 
skill, typically computer programming, may be substituted. 

The graduate faculty of the Department of Physics is engaged in research in 
theoretical physics, experimental solid state physics (including biophysical applica- 
tions), and medical ultrasound, a cooperative effort with the Center for Medical 
Ultrasound of the Bowman Gray School of Medicine in response to growing interest 
which has generated need for physical scientists trained in the area. A candidate in 
this program should participate in research activities in the Center for Medical 
Ultrasound. The course of study must include Physics 331, 332, and 450. 

Well equipped laboratories are available for the experimental programs. Addition- 
al auxiliary instrumentation includes an X-rav diffraction spectrometer, an electron- 
spin resonance spectrometer, and a mass spectrometer. Computer facilities include a 
2114 Hewlett-Packard computer with a plotter and a curve-fitting oscilloscope, a 
Hewlett-Packard 3000, and terminal access to the IBM 370/165 installation at the 
North Carolina Research Triangle. 

The program began in 1961. Departmental graduate committee: Williams (chair- 
man) and all staff. 

FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

311. Classical Mechanics. (3) A senior-level treatment of analytic classical mechan- 
ics. 

312. Electromagnetic Theory. (3) A senior-level treatment of classical electromag- 
netic theory. 

331, 332. Acoustics I, II. (3, 3) A study of the fundamental principles and applica- 
tions of the generation, transmission, and reception of sound and its interaction with 
various media. 

343, 344. Modern Physics. (3, 3) Application of the elementarv principles of quan- 
tum mechanics to atomic and molecular phvsics. 

345, 346. Modern Physics Laboratory. (1,1) The laboratory associated with Physics 
343, 344. 

351. Thermodynamics and Statistical Mechanics. (3) A study of the laws of thermo- 
dynamics and the kinetic theory of molecular motion. Offered in the spring of odd- 
numbered years. 

352. Physical Optics and Spectra. (4) A study of physical optics and the quantum 
treatment of spectra. Offered in the fall of even-numbered years. 

381, 382. Research. (3, 3) Library, conference, and laboratory work performed on 
an individual basis. 



79 



FOR GRADUATE STUDENTS 



411. Classical Mechanics. (3) A study of variational principles and LeGrange's 
Equations, the rigid body equations of motion, the Hamilton equations of motion and 
canonical transformations, Hamilton-Jacobi theory, and applications to continuous 
systems and fields. Brehme, Kerr 

412. Electromagnetism. (3) A study of Maxwell's Equations, boundary value prob- 
lems for the electromagnetic field, and radiation; the ponderomotive equation for 
the charged particle. Brehme, Kerr 

441, 442. Quantum Mechanics. (3, 3) The study of the foundations of modern 
quantum theory, with an emphasis on the meaning of the wave equation, operators, 
eigenfunctions, eigenvalues, commutators, matrix mechanics, spin, and scattering. 

Kerr 

450. Seminar in Medical Ultrasound. (3) A study of the interaction of high frequen- 
cy sound and biological media, acoustical properties, biological effects, and medical 
instrumentation. Kremkau 

452. Solid State Physics. (3) An introductory course including the structure of 
perfect crystalline solids, their thermal electronic properties, the free electron and 
band theory of metals, imperfect crystals, transport properties, and semiconductors. 

Haven, Matthews, Williams 

455. Magnetic Properties of Solids. (2) Diamagnetism, paramagnetism, and ferro- 
magnetism treated, with a special emphasis on application of nuclear and spin 
resonance techniques. Shields 

456. Seminar on Defects in the Solid State. (2) The generation and interactions of 
point and line defects such as color centers, vacancies, and dislocations treated. 

Haven, Matthews, Williams 

470. Statistical Mechanics. (3) An introduction to probability theory and to the 
physics of systems containing large numbers of particles from the classical as well as 
the quantum point of view. Haven 

480. Theory of General Relativity. (3) A study of the covariant formulation of 
physical laws in mechanics and electromagnetism. Brehme 

485. Topics in Theoretical Physics. (3) Selected topics of current interest in theoret- 
ical physics not included in other courses. Brehme, Kerr 

491, 492. Thesis Research. (3, 3) Staff 



80 

Physiology and Pharmacology 

Hawthorne Campus 

Alvin Brodish. Chairman 

Professors Alvin Brodish, Vardaman M. Buckalew Jr., 

Ivan W. F. Davidson, J. Maxwell Little, N. Sheldon Skinner Jr. 

Associate Professors David A. Blizard, Samuel A. Deadwyler, 

Phillip M. Hutchins, John S. Kaufmann, Melvin Levitt, 

Maw-Shung Liu, Jack W. Strandhoy 

Assistant Professors Claud E. Dunlap III, J. Charles Eldridge, 

John R. Lymangrover, Mariana Morris, Darwin W. Peterson, 

James C. Rose, David K. Sundberg 

The Department of Physiology and Pharmacology offers separate degree pro- 
grams in both disciplines. The graduate programs provide adyanced courses and 
seminars in physiology and pharmacology- for students who hold a B.A., B.S., or 
higher degree and who seek a Ph.D. degree with intent to pursue an academic or 
research career. Graduate study leading primarily toward the M.S. degree is available 
only to those who hold the M.D. or D.V.M. degree, or to medical students who have 
completed two years of the medical curriculum. Preference for admission is given to 
students with more complete preparation. 

The program of study is individualized to meet student needs. Students are 
expected to obtain a broad background in physiology and pharmacology and in 
related sciences by taking introductory courses. Through selected advanced courses 
and seminars the student is offered the opportunity of exploring topics intensively. 

After acquiring basic knowledge of physiology and pharmacology- and developing 
fundamental skills and techniques of investigation, a student embarks on an area of 
research which is the basis of a thesis. The research program is guided by the adviser 
and a departmental thesis committee. 

Current research interests of the departmental staff are mainly in the areas of 
physiology and pharmacology of the cardiovascular, renal, endocrine, and nervous 
systems. 

The M.S. degree has been offered since 1941, the Ph.D. since 1962. 



CORE COURSES IN PHYSIOLOGY AND PHARMACOLOGY 

301. Medical Pharmacology. (8) This portion of the interdisciplinary course Intro- 
duction to Medicine presents an analysis of the effects of drug groups on the physiolog- 
ical and biochemical functions of the human. (See Interdisciplinary Courses.) P — 
392. ' Brodish, Staff 

392. Medical Physiology. (7) The program in physiology is intended to provide 
students with a knowledge and understanding of the function of the major systems of 
the body and how these systems are coordinated and regulated. Lectures, laborato- 
ries, and conferences emphasize the major physiological principles and concepts 
required to understand organ system function as it relates to medicine. After initial 



81 



introduction to basic cellular and membrane function, systematic analysis of car- 
diovascular, respiratory, digestive, and renal function is followed by analysis of the 
role of the regulatory and integrative endocrine and nervous systems. P — 
Biochemistry 391. Brodish, Staff 

393. Abnormal Physiology. (4) This portion of the interdisciplinary course Introduc- 
tion to Medicine includes abnormal function of the organ systems as seen in diseased 
states. (See Interdisciplinary Courses.) P — 392. Brodish, Staff 

481, 482. Advanced Topics. ( 1 -6) An advanced lecture and conference course which 
considers various topics of current research interest and concepts under rapid 
development. Areas of interest within the department are covered on a rotating basis. 
Additional topics can be offered by announcement. Offered in 1981—82: 

— Cardiovascular. Topics under current investigation or recent advances in areas not 
covered in the regular seminar schedule or in the regularly planned elective courses. 
Students give reviews and discussions of papers presented at scientific meetings 
which they have attended. P — 392. Hutchins 

— Renal, Endocrine, Neural, Cardiovascular. Rotating topic coverage on physiologic 
and pharmacologic topics supplemented with lectures by visiting scientists. P — 
Permission of instructor. Brodish, Staff 

495, 496. Seminar. (0, (((Departmental seminars are presented by graduate students 
and staff. They provide coverage of subjects not included in the other graduate 
courses and serve as a research forum for presentation of research proposals, work in 
progress, and completed work by staff and by post- and pre-doctoral trainees. 
Visiting scientists are scheduled at regular intervals. Staff 



ADVANCED COURSES IN PHYSIOLOGY 

395. Pathophysiology of Hypertension. (1) A lecture course presenting the basic 
pathophysiological mechanisms of hypertension. A portion is devoted to intensive 
analysis of topics of current interest in hypertension research. P — Permission of 
instructor. Summer. Hutchins, Staff 

415. Sensory Neurobiology. (3) (1 hour major credit allowed for physiology stu- 
dents.) (See Interdisciplinary Courses.) 

431. Cardiac Physiology and Pathophysiology. (3) Lectures and discussions of 
normal and abnormal cardiac physiology at the cellular, isolated muscle, and organ 
levels. P — 392. Offered in the fall of even-numbered years. Peterson, Staff 

432. Vascular Physiology and Pathophysiology. (3) Lectures and discussions of 
normal and abnormal vascular physiology in the macro- and micro-circulation. 
P — 392. Offered in the spring of odd-numbered years. Hutchins, Staff 

442. Endocrinology. (2) Recent advances in endocrinology, with emphasis on en- 
docrine regulatory and controlling mechanisms, hormonal interrelationships, and 
mechanisms of hormonal action at the cellular level. P — 392. Offered in odd-numbered 
years. Brodish, Rose 



461. Integrative Neurophysiology. (2) Special topics in neurobiology, treated in the 
manner of seminars. These include sensory, motor, associative, and arousal functions 
of the vertebrate nervous system. P — 392 or permission of instructor. Offered in 
odd-numbered years. Levitt 

463. Nerve Cell Physiology and Plasticity. (2 or 3) Consideration of basic neuro- 
biological events related to neurone function. Emphasis will be given to topics dealing 
with morphological, chemical, and physiological plasticity at the synaptic level in 
various mammalian neural systems. Seminar arrangement includes student presen- 
tation of research papers that can serve as a background for continued graduate work 
in these areas. P — 392. Offered in odd-numbered years. Deadwvler 

465. Metabolism in Health and Disease. (2) Lectures and discussions of cellular 
metabolism as correlated with physiological functions of various tissues and organs. 
Special emphasis on the physiological mechanisms that control metabolic adaptations 
of liver, adipose tissue, skeletal muscle, and heart during exercise, ischemia, circula- 
tory shock, varying nutritional states, and diabetes mellitus. P — Biochemistry 391, 
general biochemistry, or equivalent. Offered in odd-numbered years. Liu 

467. Physiology of Aging. (2) Seminar on the physiology of aging. Presentations on 
current topics relevant to age-dependent changes in various organ systems and 
theories of aging. P — 392. Offered in even-numbered years. Landfield 

471. Renal Function and Electrolyte Balance. (2) Recent advances and experimen- 
tal approaches to the study of renal physiology, with emphasis on the research 
literature. P — 392. Offered in even-numbered years. Buckalew 

491. Research Methods: Medical Electronics. (2) Discussions and demonstrations 
covering the basic principles of electrical circuits, electron vacuum tubes, semi- 
conductor devices, and electronic equipment commonly used in physiological re- 
search. Offered in odd-numbered years. Hutchins 

494. Research Methods: Physiology. (2) Discussions, demonstrations, and practical 
laboratory experience covering the uses and limitations of the more commonly used 
research equipment and techniques in the areas of physiology. P — B.S. degree. 
Offered in even-numbered years. Staff 

497, 498. Research. Opportunities are available for collaborative or independent 
research on physiological problems, including research in preparation for the thesis. 

Staff 

ADVANCED COURSES IN PHARMACOLOGY 

400. Advanced Pharmacology. (4) A course of lecture/discussions organized to meet 
the needs of individual students and to correct deficiencies. Possible topics include 
molecular pharmacology, drug metabolism, drug action and enzyme induction, 
cardiovascular, endocrinological, and neurological pharmacology, biologically active 
polypetides, and pharmacology of electrolyte balance and of renal function. 
C — 301. Offered in odd-numbered years. Davidson, Staff 

402. Cardiovascular Pharmacology. (2) Readings and discussions center around 



83 



recent developments in drug groups affecting the heart and circulation, with particu- 
lar emphasis on the experimental approach. P — 301 and Physiology 392. Offered in 
even-numbered years. Davidson, Staff 

404. Endocrinological Pharmacology. (2) A course of lectures and seminars examin- 
ing the concepts of pharmacological actions and the use of natural and synthetic 
hormones and drugs with hormonal action. P — 301 and Physiology 392. Offered in 
odd-numbered years. Davidson, Eldridge 

406. Neuropharmacology. (2) Readings and discussions concerned with the major 
classes of drugs acting primarily on the central nervous system. Emphasis on research 
in this area and the methods used. P — 301. Offered in odd-numbered years. Dunlap 

408. Biochemical Pharmacology. (3) A series of lectures, discussions, and laborato- 
ries integrating the topics of drug metabolism and pharmacodynamics, pharma- 
cogenetics, molecular pharmacology, and biochemical toxicology. Designed to give 
students in pharmacology and other disciplines an intensive understanding of the 
action of drugs at a cellular level. Offered in even-numbered years. Dunlap 

411. Pharmacology of Electrolyte Balance and Renal Function. (2) Reading of 
original papers, monographs, reviews, and discussions acquaints the student with the 
use of drugs and hormonal substances which affect the renal control of electrolyte 
and water balance. Emphasis on the experimental approach and the mechanism of 
action. P — Physiology 392. Offered in even-numbered years. Strandhov 

413. Research Methods in Pharmacology. (3) Discussions, demonstrations, and 
practical laboratory experience covering the uses and limitations of some commonly 
used techniques and procedures in pharmacology. Offered in odd-numbered years. 

Staff 

414. Applied Pharmacology. (4) An introduction to the application of pharmaco- 
logic principles in man; intensive study of how appropriate selection and evaluation 
of methods used to assess drug absorption, distribution, disposition, therapeutic 
efficacy, and side effects in man are made. Laboratory is comprised of conferences, 
independent library research, and ward experiences relating to critical evaluation of 
actions, interactions, and adverse reactions of drugs in clinical cases. Faculty from 
clinical departments discuss cases in their areas of expertise. P — Medical pharmacolo- 
gy or equivalent. Offered in odd-numbered years. Kaufman 

423, 424. Research. (Credit to be arranged) Current areas of investigation available 
are cardiovascular and renal pharmacology, endocrinology, chemical pharmacology, 
drug metabolism, and neuropharmacology. Staff 



84 



Psychology 

Reynolda Campus 

John E. Williams, Chairman 

Professors Robert C. Beck, Robert H. Dufort, Charles L. Richman, 

John E. Williams 

Associate Professors David W. Catron, Philippe R. Falkenberg, David Allen Hills, 

Assistant Professor Cecilia Solano 

Adjunct Assistant Professor Frank B. Wood 

Lecturer Brian M. Austin 

The Department of Psychology offers graduate work leading to a research- 
oriented general master's degree. The general M.A. degree is defined as one which 
emphasizes the scientific, theoretical, and research bases common to all areas of 
psychology and which exposes students to a variety of both pure science (e.g., 
learning, motivation, perception, personality, statistics) and applied science (e.g., 
testing, behavior modification, clinical psychology) content areas. 

The program is designed for capable students who (1) expect to continue to the 
Ph.D. degree but wish to begin graduate work in a department where thev receive a 
high degree of individual attention from the faculty, (2) do not have adequate 
background for direct entrance into a Ph.D. program because thev are deficient in 
either the number or kind of undergraduate psychology courses taken and wish to 
complete their undergraduate preparation as thev begin graduate work, or (3) wish 
to terminate graduate work with the master's degree. 

The program is not specifically designed to train students to be master's level 
clinical or counseling psychologists. Students with strong interests in these areas 
should recognize when thev apply that in this program thev will master the general 
field of psychology, including research methods and theory, prior either to working 
at the M.A. level (graduates of this program have obtained positions in school 
systems, mental health clinics, colleges, state hospitals, and research settings) or 
proceeding to specialization at the Ph.D. level. Students who wish to receive special- 
ized training as master's level clinicians should applv to other schools which offer such 
programs, and students who wish to be trained specifically as master's level counsel- 
ors should applv either to other schools or to the counseling program in the Depart- 
ment of Education. Potential applicants are asked to consider carefully their interest 
in the above listed professional options before thev applv to the psychology program. 

The applicant is expected to have an undergraduate major in psychology at an 
accredited institution. Such a major includes courses in experimental psychology, 
statistics, and history and systems of psychology, with a well rounded selection of 
other psychology courses. Students who arejudged to be deficient in these aspects are 
required to remedy such deficiencies after entering the Graduate School. It is 
advisable for the applicant to have a substantial background in other laboratory 
sciences, mathematics, and philosophy, in addition to courses in psychology. 

The department has unusually good facilities and library materials for research. 
The areas in which research is currently being conducted include learning, motiva- 
tion, perception, personality, cognitive processes, social and child-developmental 



85 



psychology, and neuropsychology. In addition to the departmental facilities, the 
University has a computer center for teaching and research. 

Though it is possible to obtain the master's degree in one calendar year, most 
students take two academic years to complete the program. Students who hold 
assistantships are required to spend two years in residence. In addition to satisfying 
the University requirements for the degree, all graduate students must write a major 
research paper and pass a departmental qualifying examination. This examination 
serves as the department's special skills requirement. 

The M.A. degree has been offered since 1964. Departmental graduate committee: 
Dufort (chairman), Beck, Richman, Solano, Williams (ex officio). 



FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

313. History and Systems of Psychology. (3) The development of psychological 
thought and research from ancient Greece to present trends, with emphasis on 
intensive examination of original sources. P — 211 or permission of instructor. 

320. Physiological Psychology. (3) Neurophysiological and neuroanatomical expla- 
nations of behavior. P — 211. 

322. Behavior Genetics. (I) A studv of the effects of genes and chromosomes on 
behavior and the importance of behavior in understanding evolution. P — 211. 

323. Animal Behavior. (3) A survey of laboratory and Field research on animal 
behavior. P — Permission of instructor. 

326. Learning Theory and Research. (3) Theoretical and experimental issues in the 
psychology of learning. P — 2 1 1 . 

329. Perception. (3) Survey of theory and research findings on various sensory 
systems (vision, hearing, touch, taste). P — 21 1. 

333. Fundamentals of Human Motivation. (3) Description and analysis of some 
fundamental motivational phenomena, with special reference to human problems. 
Includes reward and punishment, conflict, anxiety, affection, needs for achievement 
and power, aggression, creativity, and curiosity. P — 151. 

341. Research in Child Development. (3) Methodological issues and selected re- 
search in child development. Research projects required. P — 21 1. 

343. Developmental Disorders. ( 1 ) Delayed or distorted neural development studied 
in relation to major disturbances of learning and behavior in children and in the 
aging. P— 2 1 1 . 

347. Mental Retardation. ( 1 ) A brief overview of mental retardation covering current 
definitions, diagnostic procedures, primary known causal factors, and treatment 
procedures. Includes observational and/or practicum work in community centers. 
P— 211. 

351. Personality Research. (3) The application of a variety of research procedures to 
the study of human personality. Research projects required. P — 21 1. 



86 



355. Research in Social Psychology. (3) Methodological issues and selected research 
in the study of the human as a social animal. Field research projects required. P — 21 1. 

358. Psychology of Woman. (3) Intensive study of the behavior of women and its 
personal application, including consideration of biological, social, and motivational 
factors. P — 151. 

361. Operant Conditioning and Behavior Modification. (3) Principles, theory, and 
experimental research in operant learning, with applications to the modification of 
behavior in various populations and situations. P — 21 1. 

362. Psychological Tests and Measurements. (3) Theory and application of psycho- 
logical assessment procedures in the areas of intelligence, aptitude, vocational in- 
terest, and personality. P — 211. 

363. Survey of Clinical Psychology. (3) An overview of the field of clinical psycholo- 
gy. P — Permission of instructor. 

369. Contemporary Applications of Psychology. (3) Supervised field experience in 
applied psychology. P — 211 and permission of instructor. 

378. Instrumentation for Psychological Research. (1) Lecture/demonstration pre- 
sentation of electrical and mechanical equipment, followed bv practical application in 
small group project work. Assumes no prior knowledge of electricity or construction. 
P — Permission of instructor. 

390. Advanced Theory and Method. (3) Seminar in a selected area of psychological 
theory and research. P — 211. 

392. Contemporary Problems in Psychology. (3) Seminar treatment of current 
theory and research in several frontier areas of psychology. Principally for senior 
majors planning to attend graduate school. P — 2 1 1 . 



FOR GRADUATE STUDENTS 

415, 416. Research Design and Analysis in Psychology. (3. 3) Intensive studv of the 
design of experiments and the analysis of research data in psychology. These courses 
cover conventional methods through complex analysis of variance. Requires pre- 
vious or concurrent course work in basic statistics. Hills, Wood, Solano 

427. Behavior Theory. (2) A critical examination of theories of behavior and the 
evidence on which they are based, with particular emphasis on theories of learning. 

Dufort 

428. Human Learning and Cognition. (2) Basic theoretical positions concerning the 
processes of human learning and cognition, including concept development and 
utilization, rule learning, memory, shift behavior, and organizational structure. 

Richman 

437. Motivation and Emotion. (2) Critical survey of major theoretical approaches to 
motivation and emotion. Beck 



88 



452. Seminar in Social Psychology. (2) Content and methodology of social and 
developmental psychology examined through a critical and comparative analysis of 
contemporary theory and literature debates. Solano 

457. Research Methods in Personality. (2) Study of experimental, correlational, and 
other research strategies in the area of personality, with special emphasis on the 
recent research literature. Williams 

461. Theory and Practice of Psychological Testing. (3) Comparative analysis and 
examination of standard tests used for psychological assessment, with attention to 
techniques of administration and test theory. Catron 

465. Seminar in Behavior Modification. (3) Analysis of the principles of operant 
conditioning and their application to the modification of behavior in laboratory, 
clinical, and school situations. Spring. Staff 

467. Neuropsychology and Learning Disabilities. (3) Language, perceptual/motor, 
memory, attentional, and emotional deficits arising from neurological factors are 
studied in the context of brain functioning and information processing and applied 
to learning disabilities in children, in both theoretical and practical terms. P — 
Permission of instructor. Same course as Neuropsychology 401 . Summer only. Wood 

482. Readings and Research in Psychology. (1, 2, or 3) This listing allows the 
graduate student, working under the supervision of a faculty member, to pursue and 
receive credit for (1) a special reading project in an area not covered by regular 
courses or (2) a special research project not related to the master's thesis. Supervising 
faculty member and hours credit for which enrolled determined by graduate com- 
mittee prior to registration. Same course as Neuropsychology 482. Fall and spring. 

Staff 

489. Contemporary Problems in Psychological Theory. (2) Intensive study of cur- 
rent theoretical problems in a selected area of psychology. Areas from which the 
content may be drawn in any given year include motivation and emotion, sensation 
and perception, cognitive processes, biological psychology, animal behavior, and 
psycholinguistics. Not offered in 1981-82. Staff 

491, 492. Thesis Research. (1-3, 1-3). Staff 



Religion 

Reynolda Campus 

Emmett W. Hamrick, Chairman 

Professors John William Angell, George McLeod Bryan, Robert Allen Dyer, 

George J. Griffin, Emmett W. Hamrick, Carlton T. Mitchell, Charles H. Talbert 

Associate Professors John E. Collins, Fred L. Horton Jr., Ralph C. Wood Jr. 

Visiting Lecturer Thomas E. Dougherty 

The M. A. degree offered in the Department of Religion serves as either a terminal 
degree or as preparation for further graduate study in religion. 

Graduate courses and opportunities for thesis research are offered in Old Testa- 



89 



ment, New Testament, theology, the history of Christianity, Christian ethics, religion 
and literature, world religions, religious education, and pastoral counseling. 

Not every course listed below is given every year, but at least two courses numbered 
400 or above are offered each semester of the regular academic year. Efforts are 
made to include during any semester a course for which there is substantial demand. 

In addition to the general requirements for admission to the Graduate School, the 
Department of Religion requires a demonstration of proficiency by courses com- 
pleted or by examination in at least four of the following areas: Old Testament, New 
Testament, the history of Christianity, world religions, theology. Christian ethics, 
history of philosophy, and Biblical languages (Greek and/or Hebrew, as appropriate). 
Any student who lacks the necessary proficiency must take remedial courses without 
graduate credit. The department recommends that the modern foreign language 
requirement be met in French or German. The examination used for this purpose is 
the Graduate School Foreign Language Test. 

M.A. in Pastoral Counseling 

The Department of Religion offers a clinically oriented program leading to the 
M.A. degree in religion with concentration in pastoral counseling. The clinical 
facilities and the resources of the School of Pastoral Care at the Medical Center are 
used in connection with this program. Students can pursue certification as a Chaplain 
Supervisor with the Association of Clinical Pastoral Education or as a Pastoral 
Counselor with the American Association of Pastoral Counselors. A professional 
degree (M.Div. or M.R.E.) and a basic unit of clinical pastoral education are accept- 
able as an equivalency substitute for the modern language requirement. Ordinarily, a 
student is in residence for one and one-half to two years in order to complete the 
requirements for this program. 

The general M.A. program began in 1967. Study in pastoral counseling was added 
in 1972. Departmental graduate committee: Angell, Horton (director of graduate 
studies), Mitchell. 



FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

111, 112. Elementary Hebrew. (3, 3) A course for beginners in the classical Hebrew 
of the Bible, with emphasis on the basic principles of Hebrew grammar and the 
reading of Biblical texts. (Both semesters must be completed.) 

153. Intermediate Hebrew. (3) Intensive work in Hebrew grammar and syntax based 
upon the reading of selected texts. Readings emphasize post-Biblical Hebrew. P — 
111, 1 12 or equivalent. 

211, 212. Hebrew Literature. (3, 3) The reading and discussion of significant Biblical 
texts. P— 153. 

301. Introduction to Semitic Linguistics. (3) In each of the four weeks the history 
and structure of one of the languages from the Hamito-Semitic family of languages is 
studied. 



90 



312. Poetic Literature of the Old Testament. (3) A study of Hebrew poetry, its types, 
its literary and rhetorical characteristics, and its significance in the faith of ancient 
Israel. 

315, 316. Field Research in Biblical Archeology. (3, 3) A study of the religion and 
culture of the ancient Near East through the excavation and interpretation of an 
ancient site. 

317. The Ancient Near East. (3) A comparatiye study of ancient Near Eastern 
cultures and religions. 

321. The Quest for the Historical Jesus. (3) An investigation of the possibility and 
releyance of historical knowledge about Jesus through a consideration of the seminal 
Lives of Jesus since the eighteenth century. 

322. The General Epistles. (3) An exegetical study of two or more of the General 
Epistles with emphasis on the setting of the epistles in the life of the early church. 

326. Early Christian Theologians: Paul. (3) An introduction to the Pauline inter- 
pretation of Christianity and its place in the life of the early church. 

327. Early Christian Theologians: The Fourth Evangelist. (3) An examination of the 
Johannine interpretation of Jesus and Christian faith. 

332. Religion and the Social Crisis. (3) An interdisciplinary approach to the study of 
society today, with particular attention to views of human nature and social institu- 
tions as reflected in religion, the social sciences, and related disciplines. 

334. Christian Ethics and Contemporary Culture. (3) A study of the encounter 
between the Christian ethic and the value systems implicit in certain social areas such 
as economics, politics, race, and sex; bio-medical decisions; and feminist theology. 

346. Theological Foundations of Religious Education. (3) A studv of theological 
methodology, theories of learning, and philosophies of education in terms of their 
implications for religious education. 

350. Psychology of Religion. (3) An examination of the psychological elements in 
the origin, development, and expression of religious experience. 

354. Religious Development of the Individual. (3) A studv of growth and develop- 
ment through childhood and adolescence to adulthood, with emphasis on the role of 
the home and the church in religious education. 

355. Theology of Pastoral Care and Counseling. (3) A study of the relationship 
between theology and the purpose, theories, and methods of pastoral care and 
counseling. 

360. Hinduism. (3) A studv of the fundamental features of the Hindu tradition. 

361. Buddhism. (3) A study of the Buddhist tradition, its fundamental features, and 
its impact on the culture of Asia. 

362. Judaism in the First Three Centuries of the Common Era. (3) A study of the 
development of Rabbinic Judaism out of the sects and movements of first century 
Judaism. 



91 



363. Hellenistic Religions. (3) Consideration of available source materials, ques- 
tions of method, and bibliography related to such Hellenistic religions as the Myster- 
ies, Hellenistic Judaism, and Gnosticism. 

364. Islam. (3) A study of the fundamental concepts of Islamic thought and the 
historical context of its development. Both the ancient and contemporary impact of 
the teachings of Islam are considered. 

365. History of Religions in America. (3) A study of American religions from 
Colonial times until the present. 

373. The History of Christian Thought. (3) A study of the history of Christian 
thought, beginning with its Hebraic and Greek backgrounds and tracing its rise and 
development to modern times. 

374. Contemporary Christian Thought. (3) An examination of the major issues and 
personalities in modern theology. 

376. The Origins of Existentialism. (3) A study of the principal nineteenth century 
figures who form the background for twentieth century Existentialism: Goethe, 
Kierkegaard, Nietzsche, Dostoevsky, and Tolstoy. 



FOR GRADUATE STUDENTS 

401, 402. Directed Reading. (3, 3) Staff 

416. Old Testament Theology. (3) Major motifs of revelation in the Old Testament; 
analysis of recent attempts to write an Old Testament theology. Horton 

418, 419. Old Testament Exegesis. (3. 3) Detailed analysis and exegesis of selected 
portions of the Hebrew Bible. P — Biblical Hebrew. Hamrick 

421. New Testament Theology. (3) A delineation of an approach to New Testament 
theology as a whole, a consideration of the hermeneutical problem, and an examina- 
tion of two or three themes in New Testament theology. Talbert 

423, 424. New Testament Exegesis. (3, 3) Examination of selected portions of the 
Greek New Testament, with attention to the tools necessary for exegesis. P — Koine 
Greek. Talbert 

438. Seminar in Historical Types of Christian Ethics. (3) A seminar in the source 
materials of the main movements of Christian ethics from the time of the early church 
to Existentialism, especially as they pertain to the major problems of the moral life. 

Bryan 

448. Seminar in Religious Education. (3) An advanced study of problems in the field 
of religious education, with particular attention to research principles and problems. 

Mitchell 

451. Theory and Practice of Pastoral Counseling. (3) A study of counseling method- 
ologies, psychotherapeutic techniques, personal development, and human behavior 
in terms of the implications for pastoral counseling. Dougherty 



92 



455, 456. Clinical Pastoral Education. (3, 3) Clinical experience in pastoral care, 
including work in crisis situations, seminars, interdisciplinary clinical group sessions, 
formal pastoral counseling, urban ministry assignments, and participation in group 
therapy. (Both semesters must be completed.) Staff 

461. Seminar in Eastern Religion. (3) Directed study in selected areas of the religious 
traditions of the East. Collins 

466. Seminar in Christian History. (3) Directed study of selected areas in the history 
of Christianity, including Baptist history. Griffin 

475. Seminar in the History of Christian Thought. (3) An intensive study of a 
selected period or movement in Christian theological history, with special reference 
to seminal persons and writings. Angell 

480. Seminar in Theology and Literature. (3) An intensive study of a single theolo- 
gian in relation to a literary figure with a similar religious outlook, the aim being to 
investigate how literature and theology mutually invigorate and call each other into 
question. Representative pairings: Niebuhr/Auden, Barth/O'Connor, Tillich/Up- 
dike, Newman/Eliot, Kierkegaard/Percy. Wood 

491, 492. Thesis Research. (3, 3) Staff 

Speech Communication and Theatre Arts 

Reynolda Campus 

Donald H.Wolfe, Chairman 

Professors Julian C. Burroughs Jr., Franklin R. Shirley, Harold C. Tedford 

Associate Professors Michael D. Hazen, Donald H. Wolfe 

The Department of Speech Communication and Theatre Arts offers graduate 
study leading to the M.A. degree. The minimum requirement is thirty semester 
hours of work, six of which are allotted for the thesis. 

Graduate study in speech communication and theatre arts is focused on the human 
being as communicator in a multitude of settings, such as the stage, public affairs, 
screen, business, television, radio, and dailv interaction. The scholarly study of such 
symbolic activities involves an integration of theory, research, and skills. Two general 
programs of study are offered: (1) communication/rhetoric, with concentrations in 
public address, organizational communication, mass communication, and interper- 
sonal communication; and (2) theatre arts. Course work should include a minimum 
of sixteen hours in the major program, six hours of electives, and six hours of thesis 
work. 

All students must demonstrate competence in a research skill relevant to their 
thesis and/or professional goals. Competency should be demonstrated in statistical 
methodology, critical methodology, or an appropriate course or experience such as a 
foreign language or computer programming designed to meet the student's objec- 
tives and approved by the departmental graduate faculty. Graduate courses taken to 
fulfill the research skill requirement may not count toward the required thirty hours 
for the M.A. 

Students who enroll for the master's degree are expected to have a strong under- 



93 



graduate background in the discipline or in related areas. Teaching experience may 
be accepted in partial fulfillment of the background requirement. The student who 
has deficiencies in undergraduate training may be asked to complete undergraduate 
requirements at the University while studying for the degree. 

All students who desire recommendation for the G Teaching Certificate from the 
North Carolina Department of Education must take six semester hours of course 
work in the Department of Education (one 300-level course and one 400-level 
course). Students should consult the Department of Education concerning these 
requirements before beginning course work. 

Although it is possible to obtain the M.A. degree in one calendar year, most 
students find it advantageous to take two academic years to complete the program. 

The program began in 1969. Departmental graduate committee: Hazen (chair- 
man), Burroughs, Shirley, Tedford, Wolfe. 



FOR ADVANCED UNDERGRADUATES AND GRADUATE STUDENTS 

317. Theatrical Lighting Design. ( 3) The intensive study of the tools and aesthetics of 
the designer's craft, with practical experience in designing for proscenium, thrust, 
and arena staging. 

318. Theatrical Special Effects. (3) A survey of the various special scenographic and 
lighting effects used in modern theatre. Special emphasis on effects used in produc- 
tions done during the semester. P-223, 283H. 

319. Costume: History and Design. (3) A study of the evolution of costume through 
the ages and the design of historic costume for the stage. P— 121. 

320. Theatrical Scene Design. (3) A study of theories and styles of stage design and 
their application to the complete play. P — 121, 235, or permission of instructor. 

321. Play Direction. (3) An introduction to the theory and practice of play directing. 
(A grade is not granted until the student has completed 322.) P — 121, 226, or 
permission of instructor. 

322. Play Production Laboratory. (1) A laboratory in the organization, techniques, 
and problems encountered in a dramatic production. The production of a play for 
public performance is required. P — 321. 

323. Period and Style in Acting. (3) A study in social customs, movement, dances, 
and theatrical styles relating to the performance of drama in historical settings as well 
as in period plays. The course includes performances in class. P — 226. 

324. Advanced Mime. (3) This course enlarges upon skills and techniques acquired 
in 221 (Mime), with the addition of other mime forms. The course includes exercises, 
rehearsals, and performances. P — 221. 

325. Advanced Acting. (3) A concentrated study of the actor's art through theory and 
practice. P — 226 or permission of instructor. 

326. Performance Techniques. (3) A course in advanced acting techniques, focusing 



94 



on acting styles appropriate to various modes of theatrical production. Specialized 
techniques such as dance, singing, and stage combat may also be included. P — 226. 

327. Theatre History I. (3) A survey of the development of the theatre from its 
origins to 1870. Includes lectures, readings, and reports. 

328. Theatre History II. (3) A survey of the development of the modern theatre from 
1870 to the present. Includes lectures, readings, and reports. 

329. Advanced Theatre Speech. (3) Specific study in the theory and personal de- 
velopment of vocal melody, rhythm, color, and harmonv, according to the form, 
style, and mood of a theatrical production. P — 227 or permission of instructor. 

342. Seminar in Radio/Television. (3) Extensive readings in and discussions of 
fundamental theorv and current issues in radio and television. P — 241. 

344. Advanced Radio Production. (2) Studv of advanced radio forms: documentary 
and drama. P— 242. 

345. Advanced TV Production. (2) Individual production of complex forms of 
television such as documentary and drama. P — 243. 

346. Film Criticism. (3) A study of film aesthetics through an analysis of the work of 
selected film makers and film critics. P — 245. 

348. Advanced Film Production. (2) Individual production of complex films such as 
drama, animation, and documentarv. P — 246. 

353. British Public Address. (3) An historical and critical survey of leading British 
speakers and their speeches from the sixteenth century to the present. 

354. American Public Address. (3) The history and criticism of American public 
address from Colonial times to the present. 

355. Directing the Forensic Program. (3) A pragmatic studv of the methods of 
directing high school and college forensics. Laboratory work in the High School 
Debate Workshop. Sutnmer only. 

356. The Rhetoric of Race Relations. (3) A studv of race relations in America as 
reflected in the rhetoric of selected black and white speakers. Students apply the 
historical/critical method in exploring the effects of discourse on attempts at inter- 
racial communication. 

357. The Rhetoric of the Woman's Movement. (3) A study of selected women 
activitists and the impact of their speeches and arguments from the 1800s to the 
present. Emphasis on the new feminist movement. 

357. The Rhetoric of the Woman's Movement. (3) A studv of selected women 
activitists and the impact of their speeches and arguments from the 1800s to the 
present. Emphasis on the new feminist movement. 

371. Research in Communication. (3) An introduction to design and statistical 
procedures for research in communication. 

372. Survey of Organizational Communication. (3) An introduction to the role of 
communication in organizations, with emphasis on field applications. 



95 



374. Mass Communication Theory. (3) Theoretical approaches to the role of com- 
munication in reaching mass audiences and its relationship to other levels of com- 
munication. 

375. Communication and Conflict. (3) A study of communication in situations of 
conflict on the interpersonal and societal levels. P — 153 or permission of instructor. 

376. Small Group Communication Theory. (3) Advanced study of the principles of 
small group interaction and discussion leadership. P — 155 or permission of instruc- 
tor. Not offered in 1981-82. 

378. Semantics and Language Behavior. (3) A study of the syntactic aspects of 
communicative messages. 



FOR GRADUATE STUDENTS 

421. Modern Theatre Production. (3) A study of the development of modern 
theatrical production. The relationship of Realism, Naturalism. Expressionism, and 
other contemporary styles to production techniques. Lecture, readings, and projects. 

Wolfe 

423. Advanced Directing. (3) A study of modern and period styles and techniques of 
directing. Application of styles to selected plays and various periods, with emphasis 
on problems in staging for modern audiences. Staff 

426. Evolution of Dramatic Theory: Seminar. (3) A study of selected theories which 
have influenced theatre practice from the Greeks to the present. Tedford 

428. The Play. (3) Dramatic literature for the director, actor, and playwright. An 
intensive reading program in the plays which constitute the repertory of the modern 
theatre, with attention to the problems presented to the theatre artist. Reading, 
discussion, and reports. Tedford 

451. Classical Rhetorical and Communication Theory. (3) A study of the develop- 
ment and consequent influence of the Greek and Roman rhetorical tradition, with 
emphasis on the contributions to the theory and criticism of rhetoric by Plato. 
Aristotle, Cicero, Quintilian, Campbell, and Whatley. Shirley 

452. Contemporary Rhetorical and Communication Theory. (3) An introduction to 
theory building in human communication and rhetoric, with a survey and evaluation 
of major contemporary groupings of theorists. Major approaches studied are those 
which emphasize the symbol (George Herbert Mead and Kenneth Burke), human 
relations (Martin Buber), the media (Marshall McLuhan). and systems (Norbert 
Wiener). Hazen 

453. Seminar in Persuasion. (3) A critical examination of the logical, psychological, 
sociological, and cultural dimensions of discourse. Readings in theories of persuasion 
from the related fields of logic, politics, and psychology. Hazen 

454. Rhetorical Criticism. (3) The study of critical approaches to the role of rhetoric 
in contemporary society, with emphasis on methodology. Hazen 



96 



463. Proseminar in Communication. (3) A survey of the principles involved in 
speech communication. An introduction to graduate studies. Shirley 

474. Research and Theory of Organizational Communication. (3) Advanced study 
of theoretical approaches to the role of communication in organizations and empir- 
ical application of such theories. Wot offered in 1981—82. Hazen 

480. Special Seminar. (3) The intensive study of selected topics in communication. 
Topics may be drawn from any theory or context area of communication, such as 
persuasion, organizational communication, film, or theatre. Staff 

481, 482. Readings and Research in Speech Communication or Theatre. (3, 3) 

Students may receive credit for a special reading project in an area not covered by- 
regular courses or for a special research project not related to the master's thesis. 

Staff 

491, 492. Thesis Research. (3, 3) Staff 

Interdisciplinary Program in Comparative 
and Experimental Pathology 

(A joint program of the Departments of Pathology and Comparative Medicine) 

Hawthorne Campus 

This course of studv and research leading to the M.S. or Ph.D. degree is designed 
for students who wish to prepare for a career of research or research/teaching in 
pathobiology, the study of the fundamental mechanisms of disease processes. By- 
means of course work and seminars, the student is given a firm background in the 
basic medical sciences, including pathologv. Advanced course work is designed to fit 
the interests of the individual student, and disciplinary strength mav be developed in 
biochemical, metabolic, or morphologic aspects of disease. Special emphasis is placed 
on comparative pathology and on experimental design, procedure, and interpreta- 
tion of results to determine mechanisms involved in disease processes. 

Research opportunities are available in the areas of cardiovascular disease, natu- 
rally occurring diseases of laboratory animals, arterial metabolism, hypertension, 
diabetes mellitus. reproduction and behavior, and others. The extensive facilities of 
the Departments of Comparative Medicine and Pathologv are available. 

The program is open to qualified applicants with the B.S. or B.A. degree and a 
strong background in the phvsical and biological sciences. The program is also open 
to applicants holding the M.D. or D.V.M. degree who wish the advanced degree to 
prepare them for careers in research. For the M.S. and Ph.D. degrees the graduate 
Program in Comparative and Experimental Pathologv requires either a reading 
knowledge of French or German or competence in a special skill such as statistics, 
medical electronics, computer programming, or electrocardiographv. The Ph.D. 
program began in 1969, the M.S. in 1970. 

301. Introduction to Animal Experimentation. See Comparative Medicine. 

304. Microanatomy I — Cells and Tissues. See Anatomv. 

391. Biochemistry of Medicine. See Biochemistrv. 



97 



401, 402. Diseases of Laboratory Animals. See Comparative Medicine. 

402. Fundamentals of Pathology. See Pathology. 

404. Animal Models in Biomedical Research. See Comparative Medicine. 

405. Basic Primatology. See Comparative Medicine. 

406. Medical Primatology. See Comparative Medicine. 

408. Primate Ethology. See Comparative Medicine. 

409, 410. Advanced Topics in Comparative Medicine. See Comparative Medicine. 

410. Pathologic Biochemistry. See Pathology. 

411, 412. Necropsy Conference. See Comparative Medicine. 
415, 416. Advanced Topics in Pathology. See Pathology. 

417. Pathobiology of Atherosclerosis. See Pathology. 

418. Diagnostic Clinical Microbiology. See Pathology. 

427, 428. Comparative and Experimental Pathology Seminar. See Pathology. 
429, 430. Research. See Pathology. 



Interdisciplinary Courses 

Hawthorne Campus 

393. Introduction to Medicine. (22) An interdisciplinary presentation of the know- 
ledge and concepts contributing to an understanding of disease states in man and the 
use of drugs and other means of restoring to normal abnormalities of structure and 
function. The course is designed to prepare the student for the clinical experience by 
emphasizing the correlation and application of material from the pre-clinical sci- 
ences. After an initial introduction to the general principles of pathology, 
pathophysiology, pharmacology, and clinical microbiology, the material is organized 
on the basis of the major systems of the body and presented with emphasis on 
correlation of the pathophysiologic processes, the immunologic and genetic bases of 
disease, the gross and histopathologic changes, and the pharmacologic and therapeu- 
tic properties of drugs. The subject matter includes a consideration of physical, 
chemical, and biological agents of disease, abnormal immune mechanisms, dyson- 
togenesis, neoplasia, endocrinopathies, metabolic and nutritional imbalances; dis- 
orders of the nervous, hematopoietic circulatory, renal, respiratory, gastrointestinal, 
reproductive, musculoskeletal, special senses, and psychophysiological and behavior- 
al disturbances. Clinical presentations with patients provide the background for the 
elements of medical history-taking, performing physical and mental status examina- 
tions, and interpretations of the significance of clinical laboratory test results. Lec- 
tures, conferences, laboratories, and clinical presentations by the staffs of the depart- 
ments of physiology and pharmacology, biochemistry, pathology, microbiology and 
immunology, medicine, psychiatry, and pediatrics. Separate graduate credit for 
Abnormal Physiology (4) and Medical Pharmacology (8) may be obtained by attendance at 



98 



lectures, laboratories, and other teaching sessions selected by these departments. 
P — 392 and permission of instructor. 

415. Sensory Neurobiology. (3) Audition, olfaction, somatic senses, taste, and vision; 
anatomy, physiology, and behavior involved in the sensory neurobiology of these 
systems, including central nervous system plasticity. Laboratory experience includes 
electrophysiological recording from receptors and sensory nerves. P — Anatomy 412 
or equivalent course and permission of instructors. Offered in even-numbered years. 

Deadwyler, McCormick, Miller, O'Steen 

Research in Clinical Science Departments 

Hawthorne Campus 

Directed research in any of the following departments carries the numbers 491, 
492: family and community medicine, medical social sciences, medicine, neurology, 
psychiatry, radiology, and surgery. 




Director of Minority Affairs, Larry L. Palmer, talks with a student. 



99 



Degrees Conferred 



December 18, 1979 

Master of Arts 

Edward Alton Addy Mobile, Alabama 

B.S., Michigan State University 

Thesis: Ordered Fields and Hilbert's Seventeenth Problem 

Adviser: Ellen Kirkman, Mathematics 

Dennis G. Dolny Easton, Connecticut 

B.S., Wake Forest University 

Thesis: The Effect of Varying Volume and Temperature of 

Water Intake on Core Temperature During a 

Prolonged Treadmill Run 
Adviser: Paul M. Ribisl, Physical Education 

Thomas A. Forkner Winston-Salem, North Carolina 

B.S., University of North Carolina at Greensboro 
Thesis: The Effect of Flexibility of Cardiac Patients Who 

Stretch Before or After a Walk-Jog Training Session 
Adviser: William Thomas Boone, Physical Education 

Carl Wilson Gammon Forest City, North Carolina 

B.S., Appalachian State University 

Thesis: Histochemical and Ultrastructural Studies of 

Oogenesis in the Marine Polyclad 

Turbellarian Stylochus Zebra Verrill 
Adviser: Mary Beth Thomas, Biology 

Catherine Maxwell Goodloe Holland Winston-Salem, North Carolina 

B.S., Salem College 

Thesis: The Effects of Abscistic Acid Treatment on the Fine 

Structure of Meristem Cells in Acei ■ Rubrum L. 
Adviser: Ralph D. Amen, Biology 

Katherine Ann Kellermann St. Paul, Minnesota 

B.A., Concordia College 

Thesis: The Rhythms of Dialogue Revisited: Interactionally 

Determined or Intrapersonallv Consistent? 
Adviser: Michael D. Hazen, Speech Communication and 
Theatre Arts 



100 



Willie Mae Alexander Kennedy Winston-Salem, North Carolina 

B.S., Meharry Medical College 

Thesis: A Study of Nurses' Attitudes in Nursing Practice in 

the General Hospital as Perceived by Nurses 
Adviser: Philip J. Perricone, Sociology 

Larry S. Krieger Statesville, North Carolina 

B.A., University of North Carolina at Chapel Hill 
Thesis: Social Control as an Explanatory Variable of Jewish 

Intermarriage 
Adviser: John R. Earle, Sociology 

John Richard LeBoeuf Boylston, Massachusetts 

B.S., University of Massachusetts 

Thesis: The Influence of a Multiple Intervention Program 

Upon Risk Factors of Cardiac Patients in Specific 

Disease Categories 
Adviser: Paul M. Ribisl, Physical Education 

Robert Hayes McNeill Jr Winston-Salem, North Carolina 

B.A., Wake Forest University 

Thesis: Sourdeens and Zuzus: John Faulkner's Cabin Road 

World 
Adviser: Lee Harris Potter, English 

Alan Christopher Mathews Dyke, Virginia 

B.A., University of North Carolina at Chapel Hill 
Thesis: The Growth and Development of Theatrical 

Entertainment in Winston and Salem, North 

Carolina— 1898-1905 
Adviser: Harold C. Tedford, Speech Communication and 

Theatre Arts 

Doris Riddick Powell Athens, Georgia 

B.A., Keuka College 

Thesis: Leaf Shape Variation in a Population of Viola Pedata L. 

Adviser: Walter S. Flory, Biology 

Stephen Neal Smith Bristol, Tennessee 

B.A., Wake Forest University 

Thesis: The Relationship Between Anaerobic Threshold and 

Both the Prescribed and Achieved Exercise 

Intensities of Cardiac Patients 
Adviser: William Thomas Boone, Physical Education 



101 



Walter Rolph Thompson Sparta, New Jersey 

B.S., Wake Forest University 

Thesis: A Comparison of Two Set Exercise Protocols to 

Determine the Necessity of the Warm-up in the 

Exercise Prescription for Cardiac Patients 
Adviser: William Thomas Boone, Physical Education 

Master of Arts in Education 

Linda Carol Myers Allsopp Thomasville, North Carolina 

A.B.. Guilford College 

Research Report: The Effect of the Human Potential Seminar 

on the Self Concepts or Seventh Graders 
Adviser: Leonard P. Roberge, Education 

Russell Edwin Dancy North Wilkesboro, North Carolina 

B.A., Wake Forest University 

Research Report: A Comparative Study of the Relationship of 

Dropout Proneness and Scores on the North 

Carolina Competency Test 
Adviser: Leonard P. Roberge, Education 

Carol Lee Smeltzer Habegger Winston-Salem, North Carolina 

B.A., Wake Forest University 

Research Report: The Relationship of Moral Development to 

Sex, IQ, Birth Order, and Childhood Punishment 
Adviser: Thomas M. Elmore, Education 

Ben Young Hicks Fredericksburg, Virginia 

A.B., Davidson College 

Thesis: The New Men as Promoters and Products of Soviet 

Education 
Adviser: John H. Litcher, Education 

Emmanuel O. Keku Kaduna, Nigeria 

B.A., Wake Forest University 

Thesis: The Prospect of Educational Technology for 

Developing Nations of Africa 
Adviser: Herman J. Preseren, Education 

Alton Dennis Lemly Lexington, North Carolina 

B.S., Western Carolina University 

Thesis: A Study of Plankton in the Littoral Zone, and Age and 

Growth of Centrarchids in Four Piedmont North 

Carolina Lakes 
Adviser: John H. Litcher, Education 



102 



Gordon John Rankart Winston-Salem, North Carolina 

A.B., Winston-Salem State University 

Research Report: A Study of Reported Personal Stress 

Sources of Undergraduate Students at Wake Forest 

University 
Adviser: Leonard P. Roberge, Education 

Master of Science 

Michael Charles Cerrone Chicago Heights, Illinois 

B.S., University of Illinois 

Thesis: Interactions of Tumor Associated Fetal Antigens with 

Rat Histocompatibility Antigens 
Adviser: Donald L. Evans, Microbiology and Immunology 

David Thomas Harris Winston-Salem, North Carolina 

B.S., Wake Forest University 

Thesis: Spontaneous Hypertension in the Rat and its Effects 

Upon the Auditory System 
Adviser: James G. McCormick, Otolaryngology 

Gwynn Douglas Long Yadkinville, North Carolina 

B.S., Davidson College 

Thesis: Magnesium-Dependent Adenosine Triphosphatase of 

Human Polymorphonuclear Leukocytes 
Adviser: Lawrence R. DeChatelet, Biochemistry 

Mary S. Uhrig El Paso, Texas 

B.A., Chaminade College 

Thesis: The Synthesis and Vibrational Analysis of 

Pentafluorosulfur Compounds 
Adviser: Ronald E. Noftle, Chemistry 

May 19, 1980 

Doctor of Philsophy 

Thomas Owen Brock III Harrisonburg, Virginia 

B.S., Virginia Military Institute 

Dissertation: The Effect of a Repeated Lesion of the Optic 
Nerve on the Retinal Ganglion Cell Body Reaction 
to Injury in the Newt Notophihalmus Viridescens 
Adviser: James E. Turner, Anatomy 



103 



Dean Scott Cunningham Claremont, California 

B.S., University of California, Riverside 

Dissertation: Regulation of the Immune Response During 

Experimental Chagas' Disease 
Adviser: Raymond E. Kuhn, Biology 

Mark Gerard Currie Mobile, Alabama 

B.S., University of South Alabama 

Dissertation: Effects and Interactions of Parathyroid 

Hormone and Prostaglandins on Cyclic AMP 

Metabolism in Isolated Renal Cortical Tubules 
Adviser: David M. Biddulph, Anatomy 

Thomas Edward Hamm Jr Denver, Colorado 

B.S., University of Colorado; D.V.M., M.S., Colorado 

State University 

Dissertation: A Nonhuman Primate Model of the Effect of 

Sex and Social Interaction on Coronary Artery 

Atherosclerosis 
Advisers: Bill C. Bullock and Thomas B. Clarkson, 

Comparative Medicine 

Vicki Joan Martin Charlotte, North Carolina 

B.S., University of North Carolina at Charlotte; 

M.A., Wake Forest University 

Dissertation: The Role of the Interstitial Cell During 

Embryonic Development in the Marine Hydrozoan 
Pennaria Tiarella 
Adviser: Mary Beth Thomas, Biology 

Mary Denton Roberts Lynchburg, Virginia 

B.S., Salem College 

Dissertation: The Isolation and Characterization of Ti 

Transducing Mutants 
Adviser: Henry Drexler, Microbiology and Immunology 

Joseph Adrian Rosebrock Middleburg, Maryland 

B.A., Western Maryland College 

Dissertation: Alpha-Fetoprotein Biosynthesis by Cultured 

Mouse Hepatoma Cells (HEPA-2) as Measured by 

Immunoprecipitation 
Adviser: Curtis L. Parker, Anatomy 



104 



Brian G. J. Salisbury Fairview, New Jersey 

B.S., Fairleigh Dickinson University 

Dissertation: Isolation and Characterization of Human Aortic 

Proteoglycans 
Adviser: William D. Wagner, Comparative Medicine 

Robert William Schroff Jr Springfield, Missouri 

B.S., University of Missouri at Rolla 

Dissertation: Modulation of Allergic Granulomatous 

Responses and Delayed Hypersensitivity in Rabbits 
Adviser: Eugene R. Heise, Microbiology and Immunology 

Barry Thomas Shannon Philadelphia, Pennsylvania 

B.S., Ursinus College; M.S., Pennsylvania State University 
Dissertation: The Quantitation of Glycosaminoglycans 

During Delaved-Type Hypersensitivity Reactions 

and Granuloma Formation 
Adviser: Samuel H. Love, Microbiology and Immunology 

Ann Morrow Weigl New Bloomfield, Pennsylvania 

B.A., Gettysburg College; M.A., Duke University 
Dissertation: The Structure of the Epidermis of Three 

Species of American Branchiobdellids (Annelida, 

Branchiobdellida): An Ultra-Structural and 

Histochemical Study 
Adviser: Ronald V. Dimockjr., Biology 

Thomas Edward Zook Winston-Salem, North Carolina 

B.S., Temple University 

Dissertation: Intrarenal Effects of Prostaglandin Fo 

Modulation of Vasopressin-Enhanced Water and 

Urea Movements 
Adviser: Jack W. Strandhoy, Pharmacology 

Master of Arts 

Martha Kennedy Albertson Winston-Salem, North Carolina 

A.B., Mary Baldwin College 

Thesis: Chromatic Polvnomials and the Four Color Problem 

Adviser; Fredric T. Howard, Mathematics 



105 



Nancy Smith Alexander Pfafftown, North Carolina 

B.A., Wake Forest University 

Thesis: The Effect of Exercise and Dietary Counseling on 

Serum Lipids and Lipoproteins in Patients with 

Coronary Heart Disease 
Adviser: Paul M. Ribisl, Physical Education 

Joachim Richard Beer Berlin, Germany 

Free University of Berlin 

Thesis: Dynamics of the Sine-Gordon Chain with two 

Incommensurate Periodicities 
Adviser: William C. Kerr, Physics 
Co-adviser: Richard D. Carmichael, Mathematics 

Carol Lynn Blount Salisbury, North Carolina 

B.S., Wake Forest University 

Thesis: Influence of Training Intensity and Attendance on 

Functional Capacity of Cardiac Patients after 12 

Months Training 
Adviser: Paul M. Ribisl, Physical Education 

Nancy Carol Carr Winston-Salem, North Carolina 

B.S., Wake Forest University 
Thesis: Discussion of Ramsey Theory 
Adviser: Fredric T. Howard, Mathematics 

Wen-wen Chu Taipei, Taiwan 

B.A., National Taiwan University 

Thesis: Female Rebellion in Selected Stories of Kate Chopin 

Adviser: Thomas F. Gossett, English 

Steven Scott Cornwell Spring Lake, North Carolina 

B.S., Liberty Baptist College 

Thesis: Copyright, Public Domains, and Education 

Theatre: A Study 
Adviser: Donald H. Wolfe, Speech Communication and 

Theatre Arts 

William Patrick Cullen Northport, New York 

B.S., Manhattan College 

Thesis: An Ultrastructural Analysis of Microtubules in the 

Spermatozoa of the Earthworm Lumbricus Terrestris 
Adviser: Mary Beth Thomas, Biology 




Graduate student at work in tlie anthropology laboratory. 



107 



Charles Risdon Darracott III Williamsburg, Virginia 

B.S., Wake Forest University 

Thesis: Expectancies and Attributions as Mediators of 

Coaching Behavior in Youth League Basketball 
Adviser: Walter J. Rejeskijr., Physical Education 

John Thomas Daws Winston-Salem, North Carolina 

B.A., Wake Forest University 

Thesis: Adjective Check List Descriptions of God and Their 

Relation to Religious Orientation 
Adviser: John E.Williams, Psychology 

Mina Dunnam Atlanta, Georgia 

B.A., Furman University 

Thesis: Self-Disclosure as a Function of the Social Context 

Adviser: Cecilia Solano, Psychology 

Robert Wayne Gillenwater Jacksonville, North Carolina 

B.A., St. Andrews Presbyterian College 

Thesis: Diet Modulated Responses of Lipoprotein 

Lipid in Two Species of Non-human Primates 
Adviser: Paul M. Ribisl, Physical Education 

Michael Warren Haden Charlottesville, Virginia 

B.A., University of Virginia 

Thesis: Evaluation of (s) for Integer s 

Adviser: Elmer K. Hayashi, Mathematics 

Barbara Jean Hall Virginia Beach, Virginia 

B.S., East Carolina University 

Thesis: Yeats's Shan Van Voght: A Study of Crazy Jane 

Adviser: W. Dillon Johnston, English 

Bruce L. Halverson Winston-Salem, North Carolina 

B.S., Wake Forest University 

Thesis: Effect of Beam Height on Balance Beam Performance 

with Children 36-48 Months 
Adviser: William L. Hottinger, Physical Education 

Ricky E. Hines High Point, North Carolina 

A.B., High Point College 

Thesis: Joseph Kesselring's Arsenic and Old Lace as 

Community Theatre 
Adviser: David H. Welker, Speech Communication and 

Theatre Arts 



108 



Donald G. Kolva West Chester, Pennsylvania 

B.A., West Chester State College 

Thesis: Pow- Wowing; An Overview of a Contemporary 

Magico-Religious Folk Medical Practice 
Adviser: David K. Evans, Anthropology 

Thomas Edward Lewis Little Rock, Arkansas 

B.S.E., University of Central Arkansas 

Thesis: An Application of Plav Analyzing Techniques of 

Francis Hodge to the Production of The Price by 

Arthur Miller 
Adviser: Donald H. Wolfe, Speech Communication and 

Theatre Arts 

Kevin Richard McCarthy Northboro, Massachusetts 

B.A., Providence College 

Thesis: American Strategic Aerial Doctrine in World War I 

Adviser: James G. McDowell, History 

Deborah Marion MacDonald Crapaud, Canada 

B.A., University of Prince Edward Island 

Thesis: A Comparison of U.S. and Canadian National 

Television News 
Adviser: Michael D. Hazen, Speech Communication and 

Theatre Arts 

Saxton Dawn Lee O'Brien Snyder, Texas 

B.A., University of North Carolina at Chapel Hill 
Thesis: The Impact of Film on Society 
Adviser: Michael D. Hazen, Speech Communication and 
Theatre Arts 

Jane Conner Pearce North Augusta, South Carolina 

B.A., Augusta College 

Thesis: A Study of George Pierce Baker's Influence on 

Eugene O'Neill As Seen in O'Neill's Early One-Act 

Plays 
Adviser: Nancy Cotton, English 

Mark Alston Rhodes Humble, Texas 

B.A., Furman University 

Thesis: A Cognitive View of the Commons Dilemma: Casual 

Attributions for Success and Failure 
Adviser: Cecilia Solano, Psychology 



109 



Natalie Virginia Richardson Charlotte, North Carolina 

A.B., Pfeiffer College 

Thesis: Diplostomulum Scheuringi: An Ultrastructural Study 

Adviser: Gerald W. Esch, Biology 

Gary George Roth Oyster Bay, New York 

B.A., Hartwick College 

Thesis: The Roosevelt Memorial Association and the 
Preservation of Sagamore Hill, 1919-1953 
Adviser: J. Edwin Hendricks, History 

Mark Stephen Sexton Lansing, North Carolina 

B.A., Wake Forest University 

Thesis: Art and the Limitations of Human Freedom in the 

Fiction of John Fowles 
Adviser: Lee Harris Potter, English 

Lynn Redden Shattuck Traverse City, Michigan 

B.A., Wake Forest University 

Thesis: Cardiac Rehabilitation and the Relationship of MET 

Level, Angina, and Group Membership to 

Situationally Specific Locus of Control 
Adviser: Walter J. Rejeski Jr., Physical Education 

Carolyn Jeane Simmons Winston-Salem, North Carolina 

B.S., Guilford College 

Thesis: Descriptions of Self and Ideal Manager in Male and 

Female Non-Business Majors, Business Majors, 

MBA Students, and Managers 
Adviser: John E. Williams, Psychology 

John Winfred Stamey Jr Morganton, North Carolina 

B.S., Wake Forest University 

Thesis: Stirling Numbers 

Adviser: Fredric T. Howard, Mathematics 

Gail Beavers Wall Winston-Salem, North Carolina 

B.S., Medical College of Georgia 

Thesis: A Four Year Follow-up of Mortality, Morbidity, and 

Lifestyle in Patients in a Cardiac Rehabilitation 

Program 
Adviser: William L. Hottinger, Physical Education 



110 



Deborah Sue Welch Charlotte, North Carolina 

B.A., Agnes Scott College 

Thesis: Thomas Randolph: English Agent in Scotland, 

1559-1566 
Adviser: Lowell R. Tillett, History 

R. Bryan Whitfield Williamsburg, Virginia 

B.A., College of William and Mary 

Thesis: The Preservation of Camden Battlefield 

Adviser: J. Edwin Hendricks, History 

Stuart Thurman Wright Roxboro, North Carolina 

B.A., Wake Forest University 

Thesis: Memoirs of Alfred Horatio Belo 

Adviser: W. Buck Yearns, History 

Master of Arts in Education 

Cynthia Hagan Cabaniss Savannah, Georgia 

B.S., University of Georgia 

Research Report: The Relationship of Certain 

Self- Actualizing Values to Functional Type 

Preferences Among Art Students 
Adviser: Leonard P. Roberge, Education 

Dennis Gordon Carroll Jamestown, North Carolina 

A.B., High Point College 

Thesis: A Study of Differentiated Ability Groups' Cognitive 

and Affective Response to Stories Presented in 

Three Media 
Adviser: Joseph O. Milner, Education 

Mary Elizabeth Connelly Troy, North Carolina 

B.A., Wake Forest University 

Research Report: The Effect of Maternal Employment on 

Daughters' Occupational Aspirations and 

Perception of Sex Role Stereotypes 
Adviser: Leonard P. Roberge, Education 

Elizabeth Ann Dixon Charlotte, North Carolina 

B.A., University of North Carolina at Chapel Hill 
Research Report: The Relationship of Differential Maturity 

Levels of College Student Behavior 
Adviser: Thomas M. Elmore, Education 



Ill 



Edward Lee Grant Midland, Texas 

B.S., Texas A&M University 

Research Report: Use of Selected Factors as Predictors of 

Success in Completing the Advanced Army ROTC 

Camp 
Adviser: Leonard P. Roberge, Education 

Judith Lawson Hays Midlothian, Virginia 

B. A., Wake Forest University 

Research Report: Anomie Among Pregnant Vs. 

Non-Pregnant Adolescents 
Adviser: Leonard P. Roberge, Education 

Irene Kimel Johnson Winston-Salem, North Carolina 

B.A., Salem College 

Research Report: A Correlational Analysis of the Wechsler 

Intelligence Scale for Children (WISC) and the 

Wide Range Achievement Test (WRAT) for 

Learning Disabled Children 
Adviser: Leonard P. Roberge, Education 

Ernest Samuel Jordan Asheboro, North Carolina 

B.S., North Carolina State University 

Thesis: The Impact of a Two Year Algebra Program 

Adviser: Linda Nielsen, Education 

Amelia Goulding Little Johnson City, Tennessee 

B.S., Wake Forest University 

Research Report: Drinking Patterns and Drinking-Related 

Behavior of Wake Forest University 

Undergraduates 
Adviser: Leonard P. Roberge, Education 

Carol Ann Shorr Pomerantz Winston-Salem, North Carolina 

B.S., Ohio State University 

Research Report: A Study of Anxiety in Non-Working 

Mothers of Preschool Children 
Adviser: Leonard P. Roberge, Education 

Robert Luther Rominger III Winston-Salem, North Carolina 

B.A., University of North Carolina at Greensboro 
Research Report: Effects of a Developmental Group 

Guidance Program on Developmental Task 

Achievement in Freshman Males 
Adviser: Thomas M. Elmore, Education 



112 



Walter Gregory Sims Eden, North Carolina 

B.A., Wake Forest University 

Research Report: Comparison of Moral Judgment Values of 

Senior High School Athletes and Non-Athletes 
Adviser: Thomas M. Elmore, Education 

Carmen Elena Wood Miami, Florida 

B.A., Wake Forest University 

Research Report: The Correspondence of Ego Identity 
Coping Style and the Outcome of Counseling 
Adviser: Thomas M. Elmore, Education 

Master of Science 

John Dennis Busowski West Mifflin, Pennsylvania 

B.A., University of Pittsburgh 

Thesis: Aortic Endothelial Surface Changes During Initiation 

and Progression of Atherosclerosis 
Adviser: M. Gene Bond, Comparative Medicine 

Bradley Keith Coltrain Williamston, North Carolina 

B.A., Wake Forest University 

Thesis: Synthesis and Characterization of Copper (II) and 

Zinc (II) Complexes of a Substituted Tetraimine 

Macrocycle 
Adviser: Susan C. Jackels, Chemistry 

Carolina Hudnall Manning Davidson, North Carolina 

B.A., University of Richmond 

Thesis: Parental Origin and a Clinical Sign of Down's 

Syndrome 
Adviser: Harold O. Goodman, Medical Genetics 

August 2, 1980 

Doctor of Philosophy 

Linda Lee Phillips Richmond, Virginia 

B.S., University of Richmond 

Thesis: Glial Cell Role in the Primary Degenerative Response 
to Transection of the Optic Nerve of the Newt 
Notophthalm us Viridescens 
Adviser: James E. Turner, Anatomy 



113 



Master of Arts 



Charlene Beardsley Kelly Winston-Salem, North Carolina 

B.A., Whittier College 

Thesis: The Tragic Perspective of Chaucer's Criseyde and 

Henryson's Cresseid 
Adviser: Robert N. Shorter, English 

James Gibson Watson III Norristown, Pennsylvania 

B.A., Lafayette College 

Thesis: The Cooperative Histology of the Head Kidney in 

Micropterus Salmoides 
Adviser: Gerald W. Esch, Biology 

John Robley Watson Winston-Salem, North Carolina 

B.A., Syracuse University 

Thesis: Construct Validity of the Free Child Ego State of 

Transactional Analysis Theory 
Adviser: John E. Williams, Psychology 

Master of Arts in Education 

Marion Crowley Chamberlain Winston-Salem, North Carolina 

B.A., St. Xavier College 

Research Report: A Comparison of Impulsivity/Reflectivity 

and Teacher Ratings of Work Habits and Behavior 

with Second Grade Children 
Adviser: Thomas M. Elmore, Education 

Karen Jean Chrisope Decatur, Georgia 

B.A., Furman University 

Research Report: A Comparative Study of Religiosity and 

Perceived Residence Hall Environment at a Liberal 

Arts University 
Adviser: Thomas M. Elmore, Education 

Clifford Major Dean Winston-Salem, North Carolina 

B.A., Salem College 

Research Report: The Interpersonal Attitudes of Adolescents 

from Broken and Intact Families 
Adviser: Thomas M. Elmore, Education 

Edward Arthur Grandpre Greenville, South Carolina 

A.B., High Point College 

Research Report: Alcohol Use at a Small College 

Adviser: Leonard P. Roberge, Education 



114 



Michael Neil Hayes Winston-Salem, North Carolina 

B.A., Wake Forest University 

Research Report: The Relationship Between Psychological 
Anomie and Teacher Perception of the 
Interpersonal Climate of a Junior High School 

Adviser: Thomas M. Elmore, Education 

Patricia Milhous Howell Winston-Salem, North Carolina 

B.A., Salem College 

Research Report : The Relationship of the Year of Death and 

Dying and Psychological Anomie in Ninth Grade 

Students 
Adviser: Thomas M. Elmore, Education 




John Williard, vice president and treasurer. 



115 

The Board of Trustees 

Terms Expiring December 31, 1981 

E. Lee Cain, High Point C. Hunter Moricle Sr., Reidsville 

Gloria F. Graham, Wilson W. Linville Roach, Greensboro 

Ray K. Hodge, Kinston Colin Stokes, Winston-Salem 

James L. Johnson, Rowland Charles L. Tanner, Garner 

Richard A. Williams, Maiden 



Terms Expiring December 31, 1982 

Joseph Branch, Raleigh Robert A. Culler, High Point 

Dewey H. Bridger Jr., Bladenboro Manuel E. Cannup, Greensboro 

Louise Broyhill, Lenoir Charles Cedric Davis, Farmville 

C. Frank Colvard Jr., West Jefferson John D. Larkins, Trenton 
William W. Leathers III, Rockingham 



Terms Expiring December 31, 1983 

Charles W. Cheek, Greensboro Pete Lovette, Wilkesboro 

Thomas H. Davis, Winston-Salem Claude A. McNeill Jr., Elkin 

C. C. Hope Jr., Charlotte Mary Lide Morris, Burlington 

John M. Lewis, Raleigh Dale Simmons, Mt. Airy 

Lonnie Williams, Wilmington 



Terms Expiring December 31, 1984 

Albert L. Butler Jr., Winston-Salem Katharine Mountcastle, New Canaan, 

Egbert L. Davis Jr., Winston-Salem Connecticut 

Mark Holt, Fayetteville W. Boyd Owen, Waynesville 

Petro Kulynych, Wilkesboro Leon L. Rice, Winston-Salem 

James W. Mason, Laurinburg Eugene Worrell, Charlottesville, Virginia 



Officers 

(For one-year terms beginning January 1, 1981) 

Colin Stokes, Winston-Salem, Chairman 

E. Lee Cain, High Point, Vice-Chairman 

Elizabeth S. Drake, Winston-Salem, Secretary 

John G. Williard, Winston-Salem, Treasurer and Assistant Secretary 

Womble Carlyle Sandridge & Rice, Winston-Salem, General Counsel 

Leon H. Corbett Jr., Winston-Salem, Associate General Counsel 




After Graduation 



117 

The Board of Visitors 

Arnold Palmer, Latrobe, Pennsylvania 
Chairman, University Boards of Visitors 

Wake Forest College and Graduate School 

Terms Expiring December 31, 1981 

William N. Austin, Jo DeYoung Thomas, Miami, Florida 

Los Angeles, California Patrick L. M. Williams, 

John Fairchild, New York, New York Philadelphia, Pennsylvania 

William F. Laporte, J. Tylee Wilson, Winston-Salem 

New York, New York 

Terms Expiring December 31, 1982 

Samuel H. Adler, Rochester, New York Harold T. P. Hayes, New York, New York 
Maya Angelou, Pacific Albert R. Hunt Jr., Washington, D.C. 

Palisades, California Graham A. Martin, Winston-Salem 

William L. Bondurant, Winston-Salem Martin Mayer, New York, New York 
Wallace Carroll, Winston-Salem Jasper D. Memory, Raleigh 

Ralph Ellison, New York, New York Bill Movers, New York, New York 

Eugene Owens, Charlotte 

Terms Expiring December 31, 1983 

George Anderson, Jacksonville, Florida Constance Gray, Winston-Salem 

A. R. Ammons, Ithaca, New York Charles U. Harris, Delaplane, Virginia 

Bert Bennett, Winston-Salem Hubert Humphrey, Greensboro 

John Chandler, Williamstown, James Alfred Martin Jr., 
Massachusetts New York, New York 

Merrimon Cuninggim, Winston-Salem Earl Slick, Winston-Salem 

Ronald Deal, Hickory Zachary T. Smith, Winston-Salem 

Arthur E. Earley, Cleveland, Ohio Feme Sticht, Winston-Salem 

Terms Expiring December 31, 1984 

David Bryant, S. Charleston, Jack Hatcher, Lebanon, New 

West Virginia Hampshire 

Aurelia Gray Eller, Winston-Salem Connie William King, Nashville, 

Frank Forsyth, Winston-Salem Tennessee 

Anne Reynolds Forsyth, Winston-Salem John F. McNair III, Winston-Salem 
Stanley Frank, Greensboro Wayne Oates, Louisville, Kentucky 

Edward Gould, Atlanta, Georgia Lorraine F. Rudolph, Winston Salem 

Frank Willingham, Houston, Texas 

Ex-Officio Member 

Jan W. Blackford, President, Alumni Council, Winston-Salem 



118 

The Administration 

Date following name indicates year of appointment. 
University 



James R. Scales (1967) President 

B.A., Oklahoma Baptist; M.A., Ph.D., Oklahoma; Litt.D., 
Northern Michigan; LL.D., Alderson-Broaddus; LL.D., Duke 

Edwin Graves Wilson (1946. 1951) Provost 

B.A., Wake Forest; A.M., Ph.D.. Harvard 

Manson Meads (1947, 1963) Vice President for Health Affairs and 

B.A., California; M.D., Sc.D., Temple Director of the Medical Center 

John G. Williard (1958) Vice President and Treasurer 

B.S.. North Carolina (Chapel Hill); C.P.A., North Carolina 

G. William Jovner Jr. (1969) Vice President for Development 

B.A., Wake Forest 

*Russell H. Brantley Jr. (1953) Assistant to the President and 

B.A., Wake Forest Director of Communications 

Mevressa H. Schoonmaker (1975) Assistant to the President for Legal Affairs 

B.A..J.D., Wake Forest 

Leon Corbett (1968) Associate General Counsel 

B.A., J.D.. Wake Forest 

Henry B. Stokes (1977) Director of Denominational Relations 

B.A., Wake Forest; Th.B.. Southern Baptist Seminary 

N. Rick Heatley (1970) Associate in Academic Administration 

B.A., Baylor; M.A.. Ph.D., Texas and Associate Director of 

Educational Planning and Placement 

Ross A. Griffith (1966) Director of Equal Opportunity 

B.S.. Wake Forest; M.Ed., North Carolina (Chapel Hill) 

Larry L. Palmer (1978) Director of Minority Affairs 

B.A., Emorv; M.Ed.. Texas Southern; Ed.D., Indiana 

College 

Thomas E. Mullen (1957) Dean of the College 

B.A., Rollins; M.A., Ph.D., Emorv 

Robert Allen Dver (1956) Associate Dean 

B.A., Louisiana State; Th.D.. Ph.D., Southern Baptist Seminary 

Toby A. Hale (1970) Assistant Dean and Director of Educational 

B.A., Wake Forest; M.Div., Duke; Ed.D., Indiana Planning and Placement 



* Absent on leave, fall li 



119 



Patricia Adams Johnson ( 1969) Assistant to the Dean 

B. A., Winston-Salem State; M.A., Wake Forest oj the College 

Graduate School 

Henry Smith Stroupe (1937) Dean oj the Graduate School 

B.S., M.A.. Wake Forest; Ph.D.. Duke 

Harold O. Goodman (1958) Associate Dean for Biomedical 

B.A., M.A., Ph.D.. Minnesota Graduate Studies 

School of Law 

John D. Scarlett (1955. 1979) Dean of the School oj Law 

B.A.. Catawba; J.D.. Harvard 

Leon H. Corbettjr. (1968) Associate Dean 

B.A., J.D., Wake Forest 

Thomas E. Roberts (1977) Associate Dean 

B.A., Hanover; J.D.. Ohio State for Academic Affairs 

Charles H. Taylor (1976) Director of Continuing 

B.S., J.D., Wake Forest Legal Education 

Jean K. Hooks (1970) Director of Admissions 

and Assistant to the Dean 

Laura L. Meyers (1959) Director of Placement 

Babcock Graduate School of Management 

Edward L. Felton Jr. (1980) Dean oj the Babcock Graduate 

B.A., Richmond; B.D.. Southeastern Seminary; School oj Management 

MB. A., D.B.A., Harvard 

Bernard L. Beattv (1974. 1976) Associate Dean 

B.S.. Ohio State; MB. A.. D.B.A., Harvard 

James M. Clapper (1975) Director of MBA Executive Program 

B.S.. M.S., Rensselaer; Ph.D.. Massachusetts 

Jean Hopson (1970) Assistant Dean 

B.A., Murray State; M.S. in L.S.. George Peabody; 
M.B.A., Wake Forest 

Jack D. Ferner ( 197 1 ) Acting Director of the Babcock Center 

B.S.. Rochester; M.B.A.. Harvard 

William D. Shea (1978) Assistant Dean for Admissions 

B.A., Hunter: M.A.. North Carolina (Chapel Hill): and Placement 

M.B.A.. Harvard 

Bowman Gray School of Medicine 

Richard Janeway (1966) Dean oj the Bowman Gray 

B.A.. Colgate: M.D., Pennsylvania School of Medicine 

Nat E. Smith (1976) Associate Dean 

B.A., Erskine; M.D., Georgia 



120 



C. Nash Herndon (1942, 1966) Senior Associate Dean for Research Development 

B.A., Duke; M.D., Jefferson 

]. Kiffin Penrv (1979) Associate Dean for Research Development 

B.S., M.D., Wake Forest (Xeurosaences) 

Clyde T. Hardy Jr. (1941) Associate Dean for Patient Services 

B.A.. Richmond 

Warren H. Kennedy (1971) Associate Dean for Administration 

B.B.A., Houston 

John D. Tolmie (1970) Associate Dean for Student Affairs 

B.A.. Hobart; M.D., McGill 

Emery C. Miller Jr. (1955) Associate Dean for Continuing Education 

B.A., North Carolina (Chapel Hill); M.D., Johns Hopkins 

John H. Felts (1955) Associate Dean for Admissions 

B.S.. Wofford; M.D., South Carolina 

James C. Leist (1974) Assistant Dean for Continuing Education 

B.S., Southeastern Missouri State; M.S., Ed.D., Indiana 

J. Dennis Hoban (1978) Director of the Office of 

B.A., Yillanova; M.S., Ed.D.. Indiana Educational Research and Sen'ices 



School of Business and Accountancy 

Thomas C. Taylor (1971) Dean of the School 

B.S., M.A., North Carolina (Chapel Hill); of Business and Accountancy 

Ph.D.. Louisiana State; C.P.A., North Carolina 



Summer Session 

Percival Perry (1939, 1947) Dean of the Summer Session 

B. A., Wake Forest; M.A., Rutgers; Ph.D.. Duke 

Student Services 

David Allen Hills (1960) Coordinator of Student Sen'ices 

B.A., Kansas; M.A., Ph.D.. Iowa 

Mark H. Reece (1956) Dean of Men 

B.S., Wake Forest 

Lula M. Leake (1964) Dean of Women 

B.A., Louisiana State; M.R.E., Southern Baptist Seminary 

Edward R. Cunnings (1974) Director of Housing and 

B.S.M.. M.Ed., St. Lawrence Assistant to the Dean of Men 

Timothy L. Reese (1978) Director of the College Union 

B.A.. Lebanon Valley; M.Ed.. Pennsylvania State 

Edgar D. Christman (1956, 1961) Chaplain 

B.A., J. D, Wake Forest; B.D.. Southeastern Baptist Seminary; 
S.T.M.. Union Seminary 



121 



Christal M. Williams-Steely (1980) Assistant Chaplain and Baptist 

B.A., California Baptist College; M.Div., Southeastern Campus Minister 

Baptist Seminary 

Brian M. Austin (1975) Director of the Center for 

B.A., Monmouth; M.S. Ed.. Ph.D.. Southern Illinois Psychological Services 

Marianne Schubert (1977) Assistant Director of the Center for 

B.A., Dayton; M.A.. Ph.D.. Southern Illinois Psychological Services 

Marv Ann H. Taylor ( 1 96 1 , 1 978) Director of University Student Health Services 

B.S.. M.D., Wake Forest 

Records and Institutional Research 

Ben M. Seelbinder (1959) Director of Records and Institutional Research 

B.A.. Mississippi Delta Stale; M.A., Ph.D.. North Carolina (Chapel Hill) 

Margaret R. Perry (1947) Registrar 

B.S., South Carolina 

Admissions and Financial Aid 

William G. Starling (1958) Director of Admissions and Financial Aid 

B.B.A.. WakeVorest 

Shirley P. Hamrick (1957) Associate Director of Admissions 

B.A., North Carolina (Chapel Hill); M.A. in Ed.. Wake Forest 

W. Douglas Bland (1975) Assistant Director of Admissions 

B.A.. M.A. in Ed.. Wake Forest 

Lyne S. Gamble (1978) Assistant Director of Admissions 

B.A.. Millsaps 

Karen A. Jaenke ( 1980) Admissions and Financial 

B.A., Wake Forest Aid Counselor 

Personnel 

James L. Ferrell (1975) Director of Personnel 

B.A., North Carolina (Chapel Hill); M.S., Virginia Commonwealth 

Communications and Publications 

Russell H. Brantley Jr. (1953) Assistant to the President and 

B.A., Wake Forest Director of Communications 

Martha W. Lentz (1973) University Publications Editor 

B.A.. North Carolina (Chapel Hill); MB. A.. Wake Forest 

William E. Ray (1975) Associate in Communications 

B.A.. Wake Forest; M.A.. Ph.D.. North Carolina (Chapel Hill) 

Development and Alumni Activities 

G. William Joyner Jr. (1969) Vice President for Development 

B.A., Wake Forest 

Julius H. Gorpening (1969) Director of Development 

B.A., Wake Forest; B.D.. Southern Baptist Seminary and Estate Planning 



122 



Robert D. Mills (1972) 
B.A., Wake Forest 

Robert T. Baker (1978) 

B.A., M.S., George Peabody 

Minta Aycock McNally (1978) 
B.A., Wake Forest 

W. Craig Jackson (1978) 
B.A., Wake Forest 

James Reid Morgan (1980) 
B.A..J.D., Wake Forest 



Director of Alumni Activities 



Director of Corporate Relations 
and the Law Fund 

Director of the College Fund 



Assistant to the 
Director of Alumni Activities 

Foundations Officer 



Financial Affairs 



John G. Williard (1958) 



Vice President and Treasurer 



B.S., North Carolina (Chapel Hill); C.P.A., North Carolina 

Controller and Assistant Treasurer 



Carlos O. Holder (1969) 
B.B.A., Wake Forest 

W. Derald Hagen (1978) 

B.S., Virginia Polytechnic 



Assistant Controller 



Libraries 

Merrill G. Berthrong (1964) 

B.A., Tufts; M.A.. Fletcher; Ph.D., Pennsylvania 

Richard J. Murdoch (1966) 

B.A., Pennsylvania Military; M.S. in L.S., Villanova 

Kenneth A. Zick II (1975) 

B.A., Albion; J. D., Wayne State; M.L.S., Michigan 

Vivian L. Wilson (1960) 

B.A., Coker; B.S. in L.S., George Peabody 

Jean B. Hopson (1970) 

B.S. in Ed., Murray Slate; M.S. in L.S., 
George Peabody; M.B.A., Wake Forest 

Michael D. Sprinkle (1972) 

B.A., M.S. in L.S., North Carolina 



Director of Libraries 

Assistant to the Director and 
Curator of Rare Books 

Director of Law Library Services 
Librarian of the School of Law 



Librarian of the Babcoch Graduate 
School of Management 

Librarian of the Bowman Gray 
School of Medicine 



Athletics 



G. Eugene Hooks (1956) 



Director of Athletics 



B.S., Wake Forest; M.Ed.. North Carolina; Ed.D.. George Peabody 

Dorothy Casey (1949) Director of Women's Athletics 

B.S., Woman's College, North Carolina; M.A., North Carolina (Chapel Hill) 



Nicholas B. Bragg (1970) 
B.A., Wake Forest 



Other Administrative Offices 

Executive Director of Reynolda House 



123 



Julian C. Burroughs Jr. (1958) 

B.A., Wake Forest; M.A., Ph.D., Michigan 

Richard T. Clav (1956) 
B.B.A., Wake Forest 



Director of Radio 
Director of University Stores 



Thomas M. Elmore (1962) Director of Counselor Education 

B.A., Wake Forest; M.A., George Peabodv; Ph.D., Ohio State 

Victor Faccinto (1978) 

B.A., M.A., California 

Rodney Meyer (1980) 

B.A., Brown; M.A., Ph.D., Minnesota 

Harold S. Moore (1953) 
B.M.E.. Virginia 

Herman J. Preseren (1953) Director of the Educational Media Center 

B.S., California State (Pennsylvania); M.A., Columbia; 
Ph.D., North Carolina (Chapel Hill) 

William E. Rav (1975) Director of Concerts and Carillonneur 

B.A., Wake Forest; M.A., Ph.D.. North Carolina (Chapel Hill) 



Director of the Art Gallery 

Director of the Office 
for Grants and Contracts 

Director of the Physical Plant 



Harold C. Tedford (1965) 

B.A., Ouachita; M.A., Arkansas; Ph.D., Louisiana State 

Donald H. Wolfe (1968) 

B.S.. M.S., Southern Illinois; Ph.D., Cornell 



Director of Theatre 
Associate Director of Theatre 




The art gallery in the Scales Fine Arts Center. 



124 



The Graduate Faculty 



Date following name indicates year of appointment. 



Ibrahim Z. Ades (1979) 

B.A., Ph.D.. California (Los Angeles) 

Charles M. Allen (1941) 

B.S., M.A., Wake Forest; Ph.D., Duke 

Ralph D. Amen (1962) Associate Professor of Biology 

B.A., M.A., Northern Colorado; M.B.S., Ph.D., Colorado 



Assistant Professor of Biochemistry 
Professor of Biology 



John William Angell (1955) 

B.A., Wake Forest; Th.M., Southern Baptist Seminary; 
S.T.M.. Andover Newton; Th.D.. Southern Baptist Seminary 



Professor of Religion 



Jean N. Angelo (1977) 

B.S., Simmons; M.D., Tufts 



Assistant Professor of Pathology (Neuropathology); 
Associate in Neurology 



Brian M. Austin (1975) 

B.A., Monmouth; M.S.Ed., Ph.D., Southern Illinois 

H. Wallace Baird (1963) 

B.A., Berea; Ph.D., Wisconsin 

Eugene Pendleton Banks (1954) 

B.A.. Furman; A.M., Ph.D.. Harvard 

James P. Barefield (1963) 

B.A.. M..A, Rice; Ph.D.. Johns Hopkins 

Ralph W. Barnes (1969) Research Associate Professor of Neurology 

B.S.E.E., Duke; M.S.E.. Pennsylvania; Ph.D.. Duke (Medical Sonics) 

Richard Chambers Barnett (1961) 

B.A., Wake Forest; M.Ed., Ph.D.. North Carolina 



Lecturer in Psychology 

Professor of Chemistry 

Professor of Anthropology 

Associate Professor of History 



Professor oj History 



David A. Bass (1976) 

B.A., Vale; M.D., Johns Hopkins; 
Ph.D., Oxford 

John V. Baxlev (1968) 

B.S., M.S., Georgia Tech; Ph.D.. Wisconsin 

Robert C. Beck (1959) 
B.A., Ph.D., Illinois 

Paul A. Berberian (1979) 

B.A., Boston; Ph.D.. Miami 



Merrill G. Berthrong (1964) 

B.A., Tufts; M.A.. Fletcher; Ph.D.. Pennsylvania 

David M. Biddulph (1970) 

B.S.. Utah; M.S.. Ph.D., Illinois 

Ramunas Bigelis (1979) 

B.S., Iliinois; Ph.D., Purdue 



Associate Professor oj Medicine 
(Infectious Diseases and Immunology) 



Professor of Mathematics 

Professor of Psychology 

Assistant Professor of Anatomy 

Associate Professor of History 

Associate Professor of Anatomy 

Assistant Professor of Biology 



125 



David A. Blizard (1980) Associate Professor oj Physiology 

B.A.. Ph.D.. Wales 

Walter J. Bo (I960) Professor of Anatomy 

B.S., M.S., Marquette; Ph.D. .Cincinnati 

M. Gene Bond ( 1974) Assistant Professor oj Comparative Medicine: 

B.S., M.S.. Ph.D.. Ohio Stale Associate in Anatomy 

William Thomas Boone (197:5) Assistant Professor oj Physical 

B.S., M.Ed.. Northwestern State; Ph.D.. Florida State Education 

William H. Boyce (1952) Professor oj Urology 

B.S.. Davidson; M.D., Vanderbilt 

Robert W. Brehme (1959) Professor of Physics 

B.S., Roanoke; M.S.. Ph.D.. North Carolina (Chapel Hill) 

Alvin Brodish (1975) Professor of Physiology 

B.A.. Drake; M.S., Iowa; Ph.D.. Vale 

Carole Lynn Browne (1980) Assistant Professor of Biology 

B.S.. Hartford; Ph.D.. Syracuse 

Robert Albert Browne (1980) Assistant Professor of Biology 

B.S.. Dayton; Ph.D.. Syracuse 

George McLeod Bryan (1956) Professor of Religion 

' B.A.. M.A.. Wake Forest; B.D., Ph.D.. Vale 

Vardaman M. Buckalewjr. (1973) Professor of Medicine 

B.A., North Carolina (Chapel Hill); M.D., Pennsylvania and Physiology 

Bill C. Bullock (1965) Associate Professor of Comparative Medicine 

D.Y.M., Texas A & M 

Julian C. Burroughs ]r. (1958) Professor of Speech Communication 

B.A.. Wake Forest; MA. Ph.D.. Michigan 

Richard D. Carmichael (1971) Professor oj Mathematics 

B.S.. Wake Forest; M.A., Ph.D.. Duke 

John Archer Carter Jr. ( 196 1 1 Professor of English 

B.A.. Virginia; M.A., Ph.D.. Princeton 

David W. Catron (1963) Associate Professor of Psychology 

B.A.. Furman; Ph.D.. George Peabody 

Thomas B. Clarkson Jr. (1957) Professor of Comparative Medicine 

D.V.M., Georgia 

John E. Collins ( 1970) Associate Professor of Religion 

B.S., M.S.. Tennessee; B.D., Southeastern Baptist Seminary; Ph.D.. Princeton 

Wayne T. Corbett (1978) Assistant Professor of Epidemiology 

B.S., Pennsylvania State; (Community Medicine) 

V.M.D., Pennsylvania; M.P.H., Dr.P.H., Pittsburgh 

A. Robert Cordell (1957) Professor oj Surgery (Cardiothorack); 

B.S., North Carolina (Chapel Hill); M.D.. Johns Hopkins Associate in Physiology 



126 



Nancy Cotton (1977) Associate Professor of English 

B.A., Texas; M.A., Wisconsin: Ph.D., Columbia 

Cyclone Covey (1968) Professor of History 

B.A., Ph.D., Stanford 

Carol C. Cunningham (1970) Associate Professor of Biochemistry 

B.S., M.S., Oklahoma State; Ph.D., Illinois 

Patricia M. Cunningham (1978) Assistant Professor of Education 

B.A.. Rhode Island; M.S. .Florida Slate: Ed. S., Indiana State; Ph.D., Georgia 

Ivan W. F. Davidson (1961) Professor of Pharmacology; 

B.S., Manitoba; M.A.. Ph.D. .Toronto Associate in Physiology 

Samuel A. Deadwyler (1977) Associate Professor of Physiology 

B.A., San Diego State; Ph.D., State University of New York (Stony Brook) 

Lawrence R. DeChatelet (1969) Professor of Biochemistry; 

B.S., M.S., Ph.D., Loyola Research Associate in Medicine 

John F. Dimmick (1961) Associate Professor of Biology 

B.S., M.S., Western Illinois; Ph.D., Illinois 

Ronald V. Dimock Jr. (1970) Associate Professor of Biology 

B.A.. New Hampshire; M.S.. Florida State; Ph.D.. California 

William H. Dodge (1975) Research Assistant Professor of Medicine 

B.S., Millsaps; M.S.. Ph.D., Mississippi (Hematology/Oncology); 

Associate in Microbiology and Immunology 

George J. Doellgast (1976) Associate Professor of Biochemistry; 

B.S., Fordham; B.S., Columbia; Associate in Obstetrics and Gynecology 

Ph.D., Purdue 

Henry Drexler (1964) Professor of Microbiology 

B.S., Pennsylvania State; Ph.D.. Rochester 

Robert H. Dufort (1961) Professor of Psychology 

B.A.. Ph.D., Duke 

Claud E. Dunlap III (1979) Assistant Professor of Pharmacology 

B.S.. Ph.D.. Florida 

Robert Allen Dyer (1956) Professor of Religion 

B.A., Louisiana State; Th.M.. Ph.D., Southern Baptist Seminary 

J. Charles Eldridge (1978) Assistant Professor of Physiology 

B.A., North Central; M.S., Northern Illinois; and Pharmacology 

Ph.D.. Medical College of Georgia 

Thomas M. Elmore ( 1962) Professor of Educational and Counseling Psychology 

B.A.. Wake Forest; M.A.. George Peabodv; Ph.D.. Ohio State 

Gerald W. Esch (1965) Professor of Biology 

B.S.. Colorado College; M.S.. Ph.D.. Oklahoma 

Andrew V. Ettin (1977) Associate Professor of English 

B.A.. Rutgers; M.A.. Ph.D.. Washington 

Herman E. Eure (1974) Associate Professor of Biology 

B.S.. Maryland State; Ph.D., Wake Forest 



127 



David K. Evans (1966) 

B.S., Tulane; Ph.D., California 

Donald L. Evans (1975) 

B.S., M.S., Missouri; Ph.D.. Arkansas 

Philippe R. Falkenberg (1969) 

B.A., Queen's (Ontario); Ph.D., Duke 

Walter S. Flory (1963-1980) 

B.A., Sc.D., Bridgewater; M.A., Ph.D., Virginia 

Doyle Richard Fosso (1964) 

A.B., Harvard; MA. .Michigan; Ph.D., Harvard 



Ivey C. Gentry (1949) 

B.S.. Wake Forest; B.S., New York; M.A., Ph.D., Duke 



Balkrishna G. Gokhale (1960) 
B.A., M.A.. Ph.D., Bombay 

Harold O. Goodman (1958) 

B.A., M.A., Ph.D., Minnesota 



Associate Professor of Anthropology 

Associate Professor of Microbiology 
and Immunology 

Associate Professor of Psychology 
Babcoch Professor Emeritus of Botany 
Professor of English 
Professor of Mathematics 
Professor of History and Asian Studies 



Professor oj Medical Genetics (Pediatrics); 
Adjunct Professor of Biology 



Thomas Frank Gossett (1967) 

B.A., M.A., Southern Methodist; Ph.D., Minnesota 



Frank G. Greissjr. (1960) 

B.A., M.D., Pennsylvania 



Professor of English 
Professor oj Obstetrics and Gynecology 



George J. Griffin (1948) Professor of Religion 

B.A., Wake Forest; Th.B., Southern Baptist Seminary; B.D., Yale; Ph.D., Edinburgh 



Paul M. Gross Jr., (1959) 

B.S., Duke; Ph.D., Brown 

Kenneth A. Gruber (1976) 

B.A., Washington Square; Ph.D., New York 

John P. Gusdonjr. (1967) 
B.A., M.D., Virginia 

*David W. Hadley (1966; 

B.A., Wake Forest; A.M., Ph.D., Harvard 



Associate Professor oj Chemistiy 

Research Assistant 
Professor of Medicine 

Projessor of Obstetrics and Gynecology; 
Associate in Microbiology 

Associate Professor of Hisloiy 



Arthur H. Hale (1978) Assistant Professor of Microbiology and Immunology; 

B.S., New Mexico State; M.S., Ph.D., Illinois 



Emmett W. Hamrick (1952) 

B.A., North Carolina (Chapel Hill); Ph.D.. Duke 

Phillip J. Hamrick Jr. (1956) 

B.S., Morris Harvey; Ph.D., Duke 

John W. Hartz (1974) 

B.A., Albion; Ph.D., Wisconsin; M.I).. Harvard 

Ysbrand Haven (1965) 

Candidate, Doctorandus, Doctor, Groningen 



Associate in Biochemistry 
Professor of Religion 

Professor oj Chemistry 

Assistant Projessor oj Pathology 

Professor of Physics 



* Absent on leave, spring 1981 . 



128 



Elmer K. Havashi (1973) Associate Professor of Mathematics 

B.A., California (Davis); M.S.. San Diego State; Ph.D., Illinois 

Michael D. Hazen (1974) Associate Professor of Speech Communication 

B.A., Seattle Pacific; M.A.. Wake Forest; Ph.D., Kansas 



Roger A. Hegstrom (1969) 

B.A., St.'oiaf; A.M., Ph.D., Harvard 

Eugene R. Heise (1969) 

B.S., Wittenberg; M.S., Iowa; Ph.D., Wake Forest 

J. Edwin Hendricks Jr. (1961) 

B.A., Furman; M.A.. Ph.D., Virginia 

Craig K. Henkel (1978) 

B.S., Wheaton; Ph.D., Ohio State 



Professor of Chemistry 

Associate Professor of Microbiology; 
Associate in Surgery 

Professor of History 



C. Nash Herndon (1942) 

B.A.. Duke; M.D., Jefferson 

David Allen Hills (1960) 

B.A.. Kansas; M.A., Ph.D.. Iowa 



Assistant Professor of Anatomy 
Professor of Medical Genetics (Pediatrics) 
Associate Professor of Psychology 
Associate Professor of Chemistry 



Willie L. Hinze (1975) 

B.S., M.A.,Sam Houston State; Ph.D., Texas A &: M 

Fred L. Horton Jr. (1970) Associate Professor of Religion 

B.A., North Carolina (Chapel Hill); B.D., Union Seminary; Ph.D.. Duke 



William E. Hottinger (1970) 

B.S., Slippery Rock; M.S., Ph.D., Illinois 

Fredric T. Howard (1966) 

B.A., M.A.. Vanderbilt; Ph.D.. Duke 

Frank H. Hulcher (1958) 

B.S., M.S.. Ph.D., Virginia Polytechnic 

Carolyn C. Huntlev (1957) 

A.B., Mount Holvoke; M.D.. Duke 

Phillip M. Hutchins (1970) 



Professor of Physical Education 

Professor of Mathematics 

Associate Professor of Biochemistry 

Professor of Pediatrics 



B.S.. North Carolina State; M.S.. Ph.D.. Wake Forest 

Sarah E. Hutslar (1977) 

B.S., Ohio State; M.E.. Miami (Ohio); 
Ph.D., Ohio State 

Thomas H. Irving (1967) 

B.A., Pennsylvania State: M.D.. Hahnemann 

Charles F.Jackels (1977) 

B. Chem.. Minnesota; Ph.D.. Washington 

Susan C. Jackels (1977) 

B.A.. Carleton; Ph.D., Washington 

MordecaiJ. Jaffe (1980) 

B.S., City College of New York; Ph.D. Cornell 



Associate Professor of Physiology 
(Biomedical Engineering) 

Visiting Assistant Professor 
of Physical Education 

Professor of Anesthesia; 
Associate in Pharmacology 

Assistant Professor of Chemistry 

Assistant Professor of Chemistry 

Babcock Professor of Botany 



129 

Richard Janeway (1966) Professor of Neurology; 

B.A., Colgate; M.D., Pennsylvania Research Associate in Radiology 

Joseph E.Johnson III (1972) Professor of Medicine 

B.A., M.D., Vanderbilt 

W. Dillon Johnston (1973) Associate Professor of English 

B.A., Vanderbilt; M.A., Columbia; Ph.D., Virginia 

Richard R. Marriott Jones (1980) Assistant Professor of Chemistry 

B.S., Tennessee; Ph.D.. California 
Institute of Technology 

Jay R. Kaplan (1979) Assistant Professor of Comparative Medicine 

B.A., Swarthmore; M.A., Ph.D., Northwestern 

John S. Kaufmann (1962, 1970) Associate Professor of Medicine (Infectious Diseases); 
B.S., M.D., Ph.D., Wake Forest Associate Professor of Pharmacology 

Alonzo W. Kenion (1956) Professor of English 

B.A.. M.A., Ph.D., Duke 

William C. Kerr (1970) Associate Professor of Physics 

B.S., Wooster; Ph.D., Cornell 

Bill A. Kilpatrick (1980) Assistant Professor of Biochemistry 

B.S., Milligan; M.S., East Tennessee State; Ph.D., North Carolina (Chapel Hill) 

Ellen Kirkman (1975) Assistant Professor of Mathematics 

B.A., Wooster; M.A., M.S., Ph.D., Michigan State 

Arnold S. Kreger (1971) Associate Professor of Microbiology 

B.S., Brooklyn; M.S., Ph.D., Michigan 

Frederick W. Kremkau (1971) Associate Professor of Medicine (Biophysics); 

B.E.E., Cornell; Research Associate in Neurology and Radiology 

M.S., Ph.D., Rochester 

Wayne A.Krueger (1970) Associate Professor of Anatomy 

B.S., M.S., John Carroll; Ph.D., Illinois 

Louis S. Kucera (1970) Professor of Microbiology 

B.S., St. John's; M.S., Creighton; Ph.D., Missouri 

Raymond E. Kuhn (1968) Professor of Biology 

B.S., Carson-Newman; Ph.D., Tennessee 

*James Kuzmanovich (1972) Associate Professor of Mathematics 

B.S., Rose Polytechnic; Ph.D., Wisconsin 

Philip W. Landfield (1979) Assistant Professor of Physiology 

B.A., California (Berkeley); Ph.D., California (Irvine) 

Hugo C. Lane (1973) Assistant Professor of Biology 

Licenciate of the Biological Sciences, Doctorate of the Biological Sciences, Geneva 

Noel D. M. Lehner (1966) Associate Professor of Comparative Medicine 

B.S., D.V.M., Illinois; M.S., Wake Forest 



* Absent on leave, 1980-1981. 



130 



Melvin Levitt (1970) 

B.S., M.A., Roosevelt; Ph.D., Michigan State 

Jon C. Lewis (1977) 

B.S., M.S., Houston; Ph.D., Kansas 

John H. Litcher (1973) 

B.S., Winona State; M.A., Ph.D., Minnesota 

J. Maxwell Little (1941) 

B.A., M.S., Emory; Ph.D., Vanderbilt 

Maw-Shung Liu (1978) 



Associate Professor of Physiology 

Assistant Professor of Pathology 

Associate Professor of Education 

Professor of Pharmacology; 
Associate in Physiology 

Associate Professor of Physiology 
D.D.S., Kaohsiung Medical College (Taiwan); M.S., Kentucky; Ph.D., Ottawa 

Associate Professor of Pediatrics 



William B. Lorentz Jr. (1974) 

B.A., West Virginia; M.D., Jefferson 

Samuel H. Love (1955) 



B.A., Virginia; M.S.. Miami (Ohio); Ph.D., Pennsylvania 



Associate Professor of Microbiology 



Robert W. Lovett (1962, 1968) 

B.A., Oglethorpe; M.A., Ph.D., Emory 

DouglasS. Lyles (1978) 

B.A., Pennsylvania; Ph.D., Mississippi 

John R. Lymangrover (1980) 

B.S., Xavier; M.S.. Kentucky; Ph.D., Cincinnati 



Associate Professor of English 

Assistant Professor of Microbiology 
and Immunology 

Assistant Professor of Physiology 

Professor of Medicine; 
Associate in Pharmacology 

Research Associate Professor of Otolaryngology 
(Physiological Acoustics) 

Associate Professor of Anatomy 



Charles E. McCall (1968) 

B.S., M.D., Wake Forest 

James G. McCormick (1970) 

B.S., Bucknell: M.A., Ph.D.. Princeton 

Charles E. McCreight (1954) 

B.S., M.S., Ph.D., George Washington 

James C. McDonald (1960) 

B.A., Washington; M.A., Ph.D., Missouri 

James G. McDowell (1965) 

B.A., Colgate; Ph.D., Johns Hopkins 

William M. McKinney (1963) Professor of Neurology; 

B.A., North Carolina (Chapel Hill); M.D., Virginia Research Associate in Radiology 

George Eric Matthews (1979) 

B.S., Ph.D., North Carolina (Chapel Hill) 



Professor of Biology 
Associate Professor of History 



J. Gaylord May (1961) 

B.S., Wofford; M.A.. Ph.D., Virginia 

W. Graham May (1961) 

B.S., Wofford; M.A.. Ph.D., Virginia 

Jesse H. Meredith (1958) 

B.A., Elon; M.D., Case Western Reserve 

Isadore Meschan (1955) 

B.A., M.A., M.D., Case Western Reserve 



Assistant Professor of Physics 

Professor of Mathematics 

Professor of Mathematics 

Professor of Surgery 



Professor of Radiology; 
Associate in Anatomy 



131 

Harry B. Miller (1947) Professor of Chemistry 

B.S., Ph.D., North Carolina (Chapel Hill) 

InglisJ. Miller Jr. (1971) Associate Professor of Anatomy 

B.S., Ohio State; Ph.D., Florida State 

Joseph O. Milner (1969) Associate Professor of Education 

B.a:. Davidson; M.A., Ph.D., North Carolina (Chapel Hill) 

Carlton T. Mitchell (1961) Professor of Religion 

B.A., Wake Forest; B.D., Vale; S.T.M., Union Seminary; Ph.D., New York 

Edward J. Modest (1980) Professor of Biochemistry 

A.B., A.M., Ph.D., Harvard 

Mariana Morris (1976) Assistant Professor oj Physiology 

B.A., Colorado; Ph.D., Texas (Dallas) 

*William M. Moss (1971) Associate Professor of English 

B.A., Davidson; Ph.D., North Carolina (Chapel Hill) 

Thomas E. Mullen (1957) Professor of Histoiy 

B.A., Rollins; M.A., Ph.D., Emory 

Richard T. Myers (1950) Professor of Surgery 

B.A., North Carolina (Chapel Hill); M.D., Pennsylvania 

Quentin N. Myrvik (1963) Professor of Microbiology 

B.S., M.S., Ph.D., Washington 

**Linda Nielsen (1974) Assistant Professor of Education 

B.A., Stetson; M.S., Ed.D., Tennessee 

Ronald E. Noftle (1967) Professor of Chemistiy 

B.S., New Hampshire; Ph.D., Washington 

John W. Nowell (1945) Professor of Chemistiy 

B.S., Wake Forest; M.S.. Ph.D., North Carolina (Chapel Hill) 

A. Thomas Olive (1 96 1) Associate Professor of Biology 

B.S., Wake Forest; M.S., Ph.D., North Carolina State 

W. Keith O'Steen (1976) Professor of Anatomy 

B.A., M.S., Emory; Ph.D., Duke 

J. Wallace Parce (1980) Assistant Professor of Biochemistry 

B.A., Western Maryland; Ph.D., Wake Forest 

Curtis L. Parker (1975) Assistant Professor of Anatomy 

B.S., Knoxville; Ph.D., Tennessee 

John E. Parker Jr. (1950) Professor of Education and Romance Languages 

B.A., Wake Forest; M.A., Ph.D., Syracuse 

Larry A. Pearce (1969) Associate Professor of Xeurology; 

B.S., M.D., Wake Forest Associate in Pharmacology 



* Absent on leave, spring 1981. 
** Absent on leave, 1980-81. 



132 

Percival Perry (1939, 1947) Professor of History 

B. A, Wake Forest; M.A., Rutgers: Ph.D., Duke 

Darwin W. Peterson (1973) Assistant Professor oj Physiology 

B.S., M.S., Nevada; Ph.D., Alabama 

Elizabeth Phillips (1957) Professor of English 

B. A. .Woman's College, North Carolina; M.A., Iowa; Ph.D., Pennsylvania 

James R. Philp (1973) Professor of Medicine 

M.B., Ch.B., B.Sc, M.R.C.P., M.D., Edinburgh 

Lee Harris Potter (1965) Professor of English 

B.A., M.A., Ph.D., North Carolina (Chapel Hill) 

Herman J. Preseren (1953) Professor of Education 

B.S., California State (Pennsylvania); M.A., Columbia; 
Ph.D., North Carolina (Chapel Hill) 

Robert W. Prichard (1951) Professor of Pathology 

M.D., Ceorge Washington 

J. Don Reeves (1967) Professor of Education 

B.A., Mercer; B.D., Th.M., Southern Baptist Seminary; Ed. D, .Columbia 

Walter Rejeski (1978) Assistant Professor of Physical Education 

B.S., Norwich; M.A., Ph.D., Connecticut 

Charles N. Remy (1962) Professor of Biochemistry 

B.S., Syracuse; Ph.D., New York Upstate Medical Center 



er 



Paul M. Ribisl (1973) Professor of Physical Education 

B.S., Pittsburgh; M.A., Kent State; Ph.D., Illinois 

Stephen H. Richardson (1963) Professor of Microbiology; 

B.A., California; M.S., Ph.D., Southern California Adjunct Professor of Biology 

Charles L. Richman (1968) Professor oj Psychology 

B.A., Virginia; M.S., Veshiva; Ph.D., Cincinnati 

Leonard P. Roberge (1974) Assistant Professor of Education 

B.A., New Hampshire; M.A., Atlanta; Ed.D.. Maine 

James C. Rose (1976) Assistant Professor of Physiology; 

B.S., Richmond: M.S., Ph.D., Associate in Obstetrics and Gynecology 

Medical College of Virginia 

Raymond C. Roy (1978) Assistant Professor of Anethesia 

B.S., Pennsylvania; Ph.D., Duke; M.D., Tulane 

Paul Kevin Rudeen (1977) Assistant Professor of Anatomy 

B.S., Utah State; Ph.D., Texas (San Antonio) 

Lawrence L. Rudel (1973) Associate Professor of Comparative Medicine; 

B.S., Colorado; M.S., Ph.D., Arkansas Associate in Biochemistry 

Richard W. St. Clair (1967) Professor of Pathology (Physiolop); 

B.S., Ph.D., Colorado State Associate in Physiology 

John W, Sawyer (1956) Professor of Mathematics 

B.A., M.A., Wake Forest; M.A.. Ph.D.. Mi 



ltssoun 



133 



Harry M. Schey (1978) 

B.S., Northwestern; A.M., Harvard; 
Ph.D.. Illinois 



Assistant Professor of Biostatistics 
(Community Medicine) 



Ben M. Seelbinder (1959) Professor of Mathematics 

B.A., Mississippi Delta Slate; M.A.. Ph.D., North Carolina (Chapel Hill) 



V. Sagar Sethi (1977) 

B.S., M.S., Banaras (India); 
Ph.D.. Munich 



Research Associate Professor oj Medicine 
Associate in Microbiology and Immunology 



Howard W. Shields (1958) Professor of Physics 

B.S.. North Carolina (Chapel Hill); M.S., Pennsylvania; Ph.D., Duke 

Zakariya K. Shihabi (1972) Associate Professor of Pathology 

B.S.. Alexandria; M.S., Texas A &.- M; Ph.D.. South Dakota (Clinical Chemistry) 

Franklin R. Shirley (1948) Professor of Speech Communication 

B.A., Georgetown College; M.A., Columbia; Ph.D., Florida 



Robert N. Shorter (1958) 

B.A., Union College; M.A., Ph.D., Duke 

N. Sheldon Skinner Jr. (1972) 

B.S., Auburn; M.D., Alabama 

David L. Smiley (1950) 

B.A.. M.A., Baylor; Ph.D.. Wisconsin 

J. Howell Smith (1965) 

B.A., Baylor; M.A.. Tulane; Ph.D., Wisconsin 

Peter B. Smith (1976) 

B.S., Spring Hill; Ph.D., Tennessee 



Professor of English 

Professor of Medicine and Physiology 

Professor of History 

Associate Professor or History 

Associate Professor of Biochemistry; 
Associate in Neurology 



Cecilia Solano (1977) 

B.A., Radcliffe; M.A., Ph.D., Johns Hopkins 



Blanche C. Speer (1972) 

B.A., Howard Payne; M.A.. Ph.D.. Colorado 

Charles L. Spurr (1957) 

B.S., Bucknell; M.S., M.D., Rochester 

Jack W. Strandhoy (1973) 

B.S., Illinois; M.S., Ph.D., Iowa 

Cornelius F. Strittmatter IV (1961) 
B.S., Juniata; Ph.D., Harvard 

Henry Smith Stroupe (1937) 

B.S.. M.A., Wake Forest; Ph.D., Duke 

Edward H. Stullken Jr. (1978) 
A.B., DePauw; M.D., Illinois 

Robert L. Sullivan (1962) 

B.A., Delaware; M.S., Ph.D., North Carolina State 



David K. Sundberg (1976) 

B.S., Pacific Lutheran; Ph.D., Texas (Dallas) 



Assistant Professor of Psychology 

Associate Professor of English 

Professor of Medicine (Hematology I Oncology) 

Associate Professor of Pharmacology 

Odus M. Mull Professor of Biochemistry 

Professor of History 

Assistant Professor of Anesthesia 

Professor of Biology 

Assistant Professor oj Physiology 



134 



Charles H. Talbert (1963) Professor of Religion 

B.A., Howard; B.D., Southern Baptist Seminary; Ph.D.. Vanderbilt 

Harold C. Tedford ( 1 965) Professor of Theatre Arts 

B.A., Ouachita; M.A., Arkansas; Ph.D., Louisiana State 

Stanton K. Tefit (1964) Professor of Anthropology 

B.A., Michigan State; M.S., Wisconsin; Ph.D., Minnesota 

James F. Toole (1962) Walter C. Teagle Professor of Neurology 

B.A., Princeton; M.D., Cornell; L.L.B., LaSalle 

Alberto Trillo (1975) Assistant Professor of Pathology; 

M.D., Mexico; Ph.D., Western Ontario Associate in Comparative Medicine 

James E. Turner (1974) Associate Professor of Anatomy 

B.A.. Virginia Military; M.S.. Richmond; Ph.D.. Tennessee 

Michael Tytell (1980) Assistant Professor of Anatomy 

B.A.. Queens (New York); M.S., Purdue; 
Ph.D., Bavlor College of Medicine 

Marcellus E. Waddill (1962) Professor of Mathematics 

B.A.. Hampden-Sydney; M.A., Ph.D., Pittsburgh 

William D. Wagner (1972) Associate Professor of Comparative Medicine 

B.S., Geneva; M.S., Ph.D., West Virginia 

Moselev Waite (1967) Professor of Biochemistry 

B.S., Rollins; Ph.D.. Duke 



Benedict L. Wasilauskas (1971) Associate Professor of Pathology 

(Clinical Microbiology); 
Associate in Microbiology 



B.S., Mount St. Mary's; Ph.D., Connecticut (Clinical Microbiology); 

' "o/og- 



David S. Weaver (1977) Assistant Professor of Anthropolocy 

B.A., M.A., Arizona; Ph.D., New Mexico 

Beverly Anne Weeks (1979) Assistant Professor of Microbiology 

B.A., Winthrop; Ph.D.. North Carolina State and Immunology 

Peter D. Weigl (1968) Professor of Biology 

B.A.. Williams; Ph.D.. Duke 

J. Courtland W r hite (1980) Assistant Professor of Biochemistry 

B.A., Eastern; Ph.D., Virginia 

*Alan ). Williams (1974) Associate Professor of Histon 

B.A., Stanford; M. Phil.. Ph.D.. Yale 

George P. Williams Jr. (1958) Professor of Physics 

B.S.. Richmond; M.S., Ph.D., North Carolina (Chapel Hill) 

John E. Williams (1959) Professor of Psychology 

B.A.. Richmond; M.A.. Ph.D.. Iowa 

Edwin Graves Wilson (1946, 1951) Professor of English 

B.A., Wake Forest; A.M., Ph.D., Harvard 



*Absent on leave. 1980-81. 



135 

Richard L. Witcofski (1961) Professor oj Radiology; 

B.S., Lynchburg; M.S., Vanderbilt; Ph.D.. Wake Forest Associate in Neurology 

Donald H. Wolfe (1968) Associate Professor of Theatre Arts 

B.S.. M.S., Southern Illinois: Ph.D., Cornell 

Frank B. Wood (1975) Adjunct Assistant Professor of Psychology; 

B.A., M.A., Wake Forest; M. Div., Associate Professor of Neurology 

Southeastern Baptist Seminary; Ph.D., Duke and Psychiatry (Neuropsychology) 

*Ralph C. Wood Jr. (1971) Associate Professor of Religion 

B.A., M.A., East Texas State; M.A., Ph.D., Chicago 

J. Ned Woodall (1969) Associate Professor of Anthropology 

B.A., M.A., Texas; Ph.D., Southern Methodist 

Raymond L. Wvatt (1956) Professor of Biology 

B.S., Wake Forest; M.A., Ph.D., North Carolina (Chapel Hill) 

Robert L. Wykle (1980) Research Associate Professor of Biochemistry 

B.S., Western Carolina; 
Ph.D., University of Tennessee Center for the Health Sciences 

W. Buck Yearns Jr. (1945) Professor of History 

B.A., Duke;M.A.,Ceorgia; Ph.D., North Carolina (Chapel Hill) 

Richard L. Zuber (1962) Professor of History 

B.A., Appalachian; M.A., Emory; Ph.D., Duke 



^Absent on leave, fall 1980 



The Graduate Council 

Provost of the University 

Dean of the Graduate School, Chairman 

Associate Dean for Biomedical Graduate Studies 

Professor Richard C. Barnett (term expires 1983) 

Professor John Archer Carter Jr. (term expires 1982) 

Professor Roger A. Hegstrom (term expires 1982) 

Professor Raymond E. Kuhn (term expires 1981) 

*Professor James Kuzmanovich (term expires 1983) 

Professor John E. Parker (term expires 1981) 

Professor Paul M. Ribisl (term expires 1981) 

Professor Stephen H. Richardson (term expires 1983) 

Professor Jack W. Strandhoy (term expires 1982) 

Professor William D. Wagner (term expires 1981) 



* Absent on leave, 1980-81. 



136 



Bulletins of Wake Forest University 

The College 

Director of Admissions and Financial Aid 

7305 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5201 

The Graduate School 

Dean of the Graduate School 

7487 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5301 

The School of Law 

Director of Admissions 

7206 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5437 

The Babcock Graduate School of Management 

Director of Admissions 

7659 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5422 

The Bowman Gray School of Medicine 

Associate Dean for Admissions 

300 Hawthorne Road 

Winston-Salem, North Carolina 27103 

919-727-4265 

The Summer Session 

Dean of the Summer Session 

7293 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5227 

Marty Lentz, Editor 
Johanna L. Ettin, Assistant 



Wake Forest University administers all educational and employment activities without discrimi- 
nation because of race, color, religion, national origin, age, handicap, or sex, except where 
exempt. 



m ?0 O 
SP 3 3 B* 



ff3 



3 

^ ~ s. 
5-o.n 

3 WN 1 

3 M 

III! 

?=•§' 

O n 

S! 3" 

S. o 

■a. * — 

3 
B> 
NJ 

© 

CO 





*. 






5' 


VI 
It 
O 




c 







a 


3 


c 


ir. 


a 


C/3 




o 


-d 




5" 

BD 


© 


f 


00 


z 


■0 



OS 


-i 


DB 


h9 

o 


B* 


ST 

era 




o 


m 




BP 


■8 




1 

c 


H. 




~ 


a 




3 






PI 





Wake Forest University 



•*»• .= . > . „■ • •?• 

Mi: ; Si 


r- ■ t , . JS 

■ -. '' • •--. ■■,; S 
:&/%« ' ;•/■ '•■■ * 


g% 




v- 


• ... ; '- * 

' >Vv -■ 



£3 



v 

9 



»< 



I 



VtV.v 






Bulletin of the 

Summer Session 

1981 



Bulletins of Wake Forest University 

The College 

Director of Admissions and Financial Aid 

7305 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5201 

The Graduate School 

Dean of the Graduate School 

7487 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5301 

The School of Law 

Director of Admissions 

7206 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5437 

The Babcock Graduate School of Management 

Assistant Dean for Admissions and Placement 

7659 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5422 

The Bowman Gray School of Medicine 

Associate Dean for Admissions 

300 Hawthorne Road 

Winston-Salem, North Carolina 27103 

919-727-4265 

The Summer Session 

Dean of the Summer Session 

7293 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5664 

Marty Lentz, Editor 
Johanna L. Ettin, Assistant 



Wake Forest University administers all educational and employment activities without 
discrimination because of race, color, religion, national origin, age, handicap, or sex, 
except where exempt. 



New Series 



March 1981 



Volume 76, Number 2 







±\ 






Bulletin of the 

Wake Forest University 

Summer Session 



Announcements for 

1981 



The Bulletin of Wake Forest University is published seven times annually by the University at Winston-Salem, North Carolina 

Second class postage paid at Winston-Salem, North Carolina 

USPS 078-320 

Printed by Winston Printing Company, Winston-Salem, North Carolina 27105 



The Calendar 



May 



27 



First Term 

Wednesday 



May 
June 
June 


30 
1 
2 


Saturday 

Monday 

Tuesday 


June 
June 
June 
June 


6 
20 
27 
29 


Saturday 
Saturday 
Saturday 
Monday 


June 


30 


Tuesday 
Second Term 


July 


1 


Wednesday 



July 


4 


Saturday 


July 


6 


Monday 


July 


7 


Tuesday 


July 


11 


Saturday 


July 


18 


Saturday 


July 


25 


Saturday 


August 


1 


Saturday 


August 


3 


Monday 


August 


4 


Tuesday 



May 27- June 30, 1981 

Undergraduate registration. 9:00 a.m. -12 noon 

110 Reynolda Hall 
Graduate registration. 8:30 a.m. -12:00 noon 

210 Reynolda Hall 
Classes begin in the afternoon 
Classes meet 

Last day for late registration 
Last day for dropping a class without penalty 
Last day for withdrawal with pro rata refund 
Classes meet 
Classes meet 
Classes meet 
Final examinations begin 
Final examinations end first term 

July 1 - August 4, 1981 

Undergraduate registration, 9:00 a.m. -12 noon 

110 Reynolda Hall 
Graduate registration. 8:30 a.m. -12:00 noon 

210 Reynolda Hall 
Classes begin in the afternoon 
Holiday 

Last day for late registration 
Last day for dropping a class without penalty 
Last day for withdrawal with pro rata refund 
Classes meet 
Classes meet 
Classes meet 
Classes meet 
Final examinations begin 
Final examinations end second term 




May 29-June 31 
May 30— June 6 
June 1-June 12 
June 8-August 4 
June 12-June 13 
June 14- June 20 
June 15— June 24 
June 25-June 26 
June 15-July 3 
June 21-July 4 
June 22^July 18 
June 21-June 26 
June 22-July 24 
June 22^July 10 
June 22^Iune 27 
June 22-July 31 

June 28-July 2 
June 29-August 1 
July 1-July 22 
July 5^July 9 
July 6-July 18 
July 6-July 25 
July 6-July 10 
July 6-July 24 
July 12-July 16 
July 12^July 17 
July 13-July 31 
July 19-July 24 
July 20-August 15 
July 27-August 14 
August 6-August 1 1 



Special Programs May 27-August 11, 1981 

Richard Boren Memorial Symposium 
Baptist Summer Mission Training Program 
Poetry Workshop 

Field Research in Biblical Archeology in Caesarea 
Marching Band Workshop 
American Legion Boys' State 
American College of Sports Medicine Workshop 
American College of Sports Medicine Certification Session 
Learning to Learn for High School Students 
Golf Camp for Boys (First Session) 
Program for Teachers on Teaching the Gifted 
Lady Deacons Basketball Camp 
Youth Fitness Camp 

Debate Workshop for High School Students 
Debate Workshop for High School Debate Coaches 
American Foundations Program for Public School 
Teachers of History, Literature, Art, and Music 
Wake Forest Cheerleaders Clinic 
Cardiac Rehabilitation Training Program 
Anthropological Field Project in Honduras 
Wake Forest Cheerleaders Clinic 
Golf Camp for Boys (Second Session) 
Golf Camp for Boys (Super Session) 
Pastor's Conference 

Learning to Learn for High School Students 
Wake Forest Cheerleaders Clinic 
Basketball Camp for Boys 
Workshop in the Teaching of Latin 
Basketball Camp for Boys 
Program for Teachers on Teaching the Gifted 
Learning to Learn for High School Students 
National AAU/USA Junior Olympics 




The Reynolda Campus 



The Bulletin 



The Calendar 2 

The University 6 

The Summer Session 9 

Procedures 12 

Admission 12 

Health Certification 13 

Admission of Handicapped Students 13 

Room Charges 13 

Tuition and Fees 14 

Withdrawal and Refund 14 

Financial Aid 14 

Employment Opportunities 15 

Veteran Benefits 15 

Housing Services and Regulations 15 

Student Services 17 

Vehicle Regulations 18 

Registration 18 

Class Regulations 19 

Grading 20 

Honor System 20 

Special Programs 22 

Master of Arts in Education 22 

American Foundations Program in History 22 

Summer Poetry Workshop 23 

Summer Program for Teachers of Latin 23 

American College of Sports Medicine Workshops 24 

Cardiac Rehabilitation Training Program 24 

Interdisciplinary Overseas Research Program 24 

Marching Band Workshop 24 

Debate Workshops for High School Students and Coaches 25 

Boys' State 25 

Summer Golf Program 25 

Basketball Camp 26 

Youth Fitness Camp 26 

Registration, Class, and Exam Schedules 27 

Courses of Instruction 28 

Anthropology 28 

Art 28 

Biology 29 

Business and Accountancy 29 

Chemistry 30 

Classics 30 

Economics 31 

Education 31 



English 33 

French 34 

History 34 

Humanities 35 

Latin 36 

Mathematics 36 

Military Science 36 

Philosophy 37 

Physical Education 37 

Physics 38 

Politics 38 

Psychology 38 

Religion 40 

Sociology 40 

Spanish 41 

Speech Communication and Theatre Arts 41 

The Administration 43 

The Summer Faculty 45 

Campus Map Inside back cover 




The University 



Wake Forest University is characterized by its devotion to liberal arts learning and 
professional preparation for men and women, its strong sense of community and fel- 
lowship, and its encouragement of free inquiry and expression. 

Founded in 1834 by the Baptist State Convention of North Carolina, the school opened 
its doors to students on February 3 as Wake Forest Institute, with Samuel Wait as principal. 
It was located in the Forest of Wake County, North Carolina, on the plantation of Dr. Calvin 
Jones, near which the Village of Wake Forest later developed. 

Rechartered in 1838 as Wake Forest College, it is one of the oldest institutions of higher 
learning in the state. It was exclusively a college of liberal arts for men until 1894, when the 
School of Law was established. The School of Medicine, founded in 1902, offered a 
two-year medical program until 1941 . In that year the School was moved from the Town of 
Wake Forest to Winston-Salem, became associated with the North Carolina Baptist 
Hospital, and was renamed the Bowman Gray School of Medicine in honor of the 
benefactor who made possible the move and expansion to a full four-year program. In 
1942 Wake Forest admitted women as regular undergraduate students. 

A School of Business Administration was established in 1948 and for over two decades 
offered an undergraduate program of study in business. In 1969 the Babcock Graduate 
School of Management was formed and the professional program for undergraduates was 
phased out. In 1980 the undergraduate program in business and accountancy was 
reconstituted as the undergraduate School of Business and Accountancy. The Division of 
Graduate Studies was established in 1961. It is now organized as the Graduate School and 
encompasses advanced work in the arts and sciences on both the Reynolda and Haw- 
thorne Campuses in Winston-Salem. The summer session was inaugurated in 1921. 

In 1946 the Trustees of Wake Forest College and the Baptist State Convention of North 
Carolina accepted a proposal by the Z. Smith Reynolds Foundation to relocate the 
non-medical divisions of the College in Winston-Salem, where the School of Medicine was 
already established. The late Charles H. Babcock and his wife, the late Mary Reynolds 
Babcock, contributed a campus site, and building funds were received from many sources. 
Between 1952 and 1956 the first fourteen buildings were erected in Georgian style on the 
new Winston-Salem campus. In 1956 the College moved all operations, leaving the 
122-year-old campus in the Town of Wake Forest to the Southeastern Baptist Theological 
Seminary. 

The decade that followed was the College's most expansive, and in 1967 its augmented 
character was recognized by the change in name to Wake Forest University. Today 
enrollment in all schools of the University stands at over 4.700. Governance remains in the 
hands of the Board of Trustees, and development for each of the five schools of the 
University is augmented by Boards of Visitors for the undergraduate schools and Graduate 
School, the School of Law. the Graduate School of Management, and the School of 
Medicine. A joint board of University Trustees and Trustees of the North Carolina Baptist 
Hospital is responsible for the Medical Center, which includes the hospital and the School 
of Medicine. Alumni and parents' organizations are also active at Wake Forest, and support 
by the Z. Smith Reynolds Foundation and other foundations and corporations is strong and 
continuing. 



Wake Forest's relationship with the Baptist State Convention is an important part of the 
school's heritage. Wake Forest's founders proposed to establish an institution that would 
provide education under Christian influences. The basis for the continuing relationship 
between the University and the Convention is a mutually agreed-upon covenant which 
grows out of a commitment to God and to each other. The covenant expresses the 
Convention's deep interest in Christian higher education and the University's desire to 
serve the denomination as one of its constituencies. Wake Forest receives financial and 
intangible support from Convention-affiliated churches. 

The undergraduate schools. Graduate School, School of Law, and Graduate School of 
Management are located on the Reynolda Campus in northwest Winston-Salem. The 
Bowman Gray School of Medicine is about four miles away, near the city's downtown on 
what is known as the Hawthorne Campus. The University also offers instruction regularly at 
Casa Artom in Venice, at Worrell House in London, and in other places around the world. 

The undergraduate faculties offer courses of study leading to the baccalaureate in thirty 
departments and interdisciplinary areas. The School of Law offers the Juris Doctor and the 
Graduate School of Management the Master of Business Administration degree. In addi- 
tion to the Doctor of Medicine degree, the School of Medicine offers through the Graduate 
School programs leading to the Master of Science and Doctor of Philosophy degrees in the 
basic medical sciences. The Graduate School confers the Master of Arts, Master of Arts in 
Education, and Master of Science degrees in the arts and sciences and the Doctor of 
Philosophy degree in biology and chemistry. 

Libraries 

The libraries of Wake Forest University support research in undergraduate education 
and in each of the disciplines in which a graduate degree is offered. An endowment 
provided by a substantial gift from the Mary Reynolds Babcock Foundation and another 
from Nancy Reynolds has been assigned to the sustained expansion and development of 
library resources, especially to support the graduate program. The libraries of the University 
hold membership in the Association of Southeastern Research Libraries. 

The library collections total 781.153 volumes. Of these, 594,088 constitute the general 
collection in the Z. Smith Reynolds Library, 78,234 are housed in the School of Law, 
96,849 in the library of the Bowman Gray School of Medicine, and 11,982 in a relatively 
new library in the Babcock Graduate School of Management. Subscriptions to 9,796 
periodicals and serials, largely of scholarly content, are maintained by the four libraries of 
the University. The holdings of the Z. Smith Reynolds Library also include 21,214 reels of 
microfilm, 252,981 pieces of microcards, microprint, and microfiche, and 71,492 volumes 
of United States government publications. 

Special collections cover the works of selected late nineteenth and early twentieth 
century English and American writers, with pertinent critical material, a Mark Twain 
Collection, a Gertrude Stein Collection, and the Ethel Taylor Crittenden Collection in 
Baptist History. The acquisition of the Charles H. Babcock Collection of Rare and Fine 
Books represents an important addition to the resources of the Z. Smith Reynolds Library. 

The library instructional program includes an orientation workshop in research methods, 
assistance in independent and directed studies, and bibliographic presentations as re- 
quested by faculty. 



Recognition and Accreditation 

Wake Forest University is a member of the Southern Association of Colleges and 
Schools, the Southern Universities Conference, the Association of American Colleges, the 
Conference of Southern Graduate Schools, and the Council of Graduate Schools in the 
United States. The University has chapters of the principal national social fraternities, 
professional fraternities, and honor societies, including Phi Beta Kappa and Sigma Xi. The 
Bowman Gray School of Medicine is a member of the Association of American Medical 
Colleges and is on the approved list of the Council on Medical Education of the American 
Medical Association. The program in counseling leading to the Master of Arts in Education 
degree is accredited by the National Council for the Accreditation of Teacher Education. 

Wake Forest College was accredited by the Southern Association of Colleges and 
Schools in 1921. The reaccreditation of 1965 included the master's and doctoral degree 
programs in the Division of Graduate Studies. Accreditation was reaffirmed in December 
1975. 



j.%, *ni ^N'ij J 




. . -,.. . . ■ ... . 



Samuel Wait, a founder and the first president (1834-1845) 



The Summer Session 



The 1981 summer session offers two five-week terms, with the option of taking one or 
more courses for a maximum of eight credits per term. A maximum credit load in both 
terms is equivalent to a full semester's work. 

Most of the basic courses required for the bachelor's degree are offered, with a variety 
of advanced and elective graduate courses. Some special and unusual courses are 
designed to explore new avenues of learning beyond the traditional order. The course in 
Learning to Learn, available on campus on a non-credit basis, is a beginner's step in the 
approach to higher education. Regular college courses explore the Fundamentals of 
Human Motivation, deal with the mind in Altered States of Consciousness, and offer 
help through the study of Neuropsychology and Learning Disabilities. 

All of the basic science courses required for a bachelor's degree are available, and the 




Msm&m&TM 



10 

mathematics curriculum includes courses in finite mathematics, calculus, probability 
and statistics, and computer programming. 

Courses in business and accountancy have been augmented to meet increasing 
demand and include beginning, intermediate, and cost accounting as well as courses in 
financial management, quantitative methods, and the psychology of business and 
industry. 

In addition to an interdisciplinary course called American Foundations, the Depart- 
ment of History offers courses in American history, Western civilization, modern 
Europe, modern China, and that region of vital concern to all people in today's world, 
the Middle East. The Department of Politics supplements these offerings with a course 
which analyzes the American political system and another which compares the major 
political systems in the world today. 

Courses in English include surveys of British and American literature and a variety of 
advanced courses which range from the Arthurian legend, to the Pre-Raphaelites of the 
Victorian Era, to American fiction. A special program this summer sponsored jointly by 
the Department of English and Reynolda House American Art Museum will be a 
two-week poetry workshop, conducted by noted poet and teacher A. R. Ammons from 
June 1 through June 12. 

In foreign languages, courses range from intermediate and advanced courses in both 
Spanish and French, to an advanced course in Latin for public school teachers. Addi- 
tional courses in translation are available in the literature of foreign countries, including 
courses in Greek literature, Romance literature, and European drama. 

Advanced courses in anthropology and sociology include a field trip to Honduras to 
study primitive cultures. On campus, there are classes in marriage and the family, 
photography in the social sciences, male and female roles in society, and the sociology of 
the family. 

For students interested in religion and philosophy, there are basic courses in each and 
advanced courses which explore the major religions of the world, meaning and value in 
western thought, and the study of theology through modern literature. 

On the graduate level, courses are offered leading to the Master of Arts degree in 
education, English, history, physical education, and psychology. In education particu- 
larly there is a spectrum of graduate courses for teachers interested in beginning or 
continuing work on the Master of Arts in Education degree. Fields of specialization are 
counseling and psychometry, as well as the major teaching areas. 

There is a variety of special programs for teachers and graduate students. The 
Department of History is continuing its special summer interdisciplinary program, 
American Foundations, for graduates and public school teachers in the fields of history, 
art, literature, and music. American Foundations is co-sponsored with Reynolda House 
and includes visits to local historic sites as well as a week's trip to Washington. The 
Department of Education is offering a special program for teachers with courses on 
teaching gifted children. A summer course entitled Latin Readings for Teachers is also 
available in the Classics Department. The Department of Physical Education is con- 
tinuing its special graduate program in the summer which offers training in the field of 
cardiac rehabilitation, as well as a workshop offered in the summer by the American 
College of Sports Medicine. 

High school students can find opportunities in the summer session of 1981 in the 



11 



Learning to Learn Program, the Debate Workshop, American Legion Boy's State, the 
Youth Fitness Camp, and the basketball, golf, soccer, and cheerleaders camps. 

The 1981 summer session is designed to meet the needs of the following: 

Undergraduates in the University who want to accelerate their education and to 
obtain the bachelor's degree in less than four years. 

Incoming freshmen who plan to complete requirements for the bachelor's degree in 
less than four years or who want to gain experience before beginning a full academic 
program in the fall semester. 

Undergraduate students from other colleges and universities who wish to attend the 
summer session only and need to take particular courses. 

Public school teachers and administrators who need courses leading to the issuance 
or renewal of certificates, or who wish to begin a program of graduate study leading to 
the Master of Arts in Education degree. 

Students with the bachelor's degree who desire to begin work on a master's degree in 
biology, chemistry, education, English, history, mathematics, physical education, phy- 
sics, psychology, religion, or speech communication and theatre arts. 

The summer session is an integral part of the school year, and the various facilities of 
the University are available then as in the fall and spring. The continuation of high 
standards of academic work is assured by the fact that, with few exceptions, instructors 
are selected from the professorial ranks of the regular faculty. 




The James R. Scales Fine Arts Center 



12 

Procedures 



All students are responsible for familiarizing themselves with academic, housing, 
traffic, and other regulations. Students are expected to abide by these regulations while 
enrolled at the University. 

Undergraduate Admission 

Admission to the summer session does not constitute admission to the fall or spring 
semester. 

Students who plan to attend the University in the summer session only should use the 
summer session application form provided by the Dean of the Summer Session. 
Students who come under this classification are (1) temporary visiting students from 
other colleges or universities, who must present a written statement that they are 
currently in satisfactory academic and social standing at their college or university and 
have permission to take courses at Wake Forest in the summer session as indicated on 
the application form; (2) teachers desiring courses leading to issuance or renewal of the 
A or G public school certificates; (3) high school graduates who plan to enroll in another 
college or university in the fall semester, and who must present a written statement of 
graduation from their respective high schools or have approval to attend the University 
summer session from the dean or registrar of the college or university at which they have 
been accepted for the fall semester. 

Students who plan to begin in the summer session and continue at the University in 
the fall semester should apply for admission to the Director of Admissions, indicating on 
their application the intention to attend both the summer session and the fall semester. 
Students who come under this classification are ( 1 ) incoming freshmen and (2) perma- 
nent transfer students from other colleges and universities. 

Students who have attended the University but who are not now in residence must 
apply for readmission to the Director of Admissions before they can enroll for the 
summer session. 

Students who are attending the University in the spring semester and who plan to 
attend the summer session should indicate their intention by signing and returning the 
summer session reservation card mailed to their home address in April, or they should 
sign a card in the Registrar's Office, 110 Reynolda Hall. 

Graduate Admission 

Students who begin in the summer session programs of study leading to the Master of 
Arts, Master of Science, Master of Arts in Education, or Doctor of Philosophy degree 
must be admitted to the Graduate School according to the procedures of the bulletin of 
the Graduate School. Bulletins and application forms are available from the Dean of the 
Graduate School. 

Students who are currently enrolled and who plan to attend the summer session 
should make arrangements in the Office of the Dean of the Graduate School. 

Students who plan to apply for one of twenty tuition scholarships available in the 
summer session should make arrangements in the Office of the Dean of the Graduate 
School. 



13 



Students who do notplan to pursue programs of study leading to the master's degree 
and students who already hold a graduate degree may be admitted to the summer 
session as unclassified graduate students and may take courses for which they meet 
prerequisites at the 300 and 400 levels. Unclassified graduate students are not regarded 
as candidates for degrees. Subject to approval of the department concerned, courses 
completed by unclassified students may be applied toward the master's degree if the 
student is subsequently accepted as a candidate for a master's degree. Unclassified 
graduate students must (1) complete the application for admission, health form, and 
demographic form provided by the Dean of the Summer Session, (2) present a letter of 
recommendation, and (3) present an official transcript of undergraduate work from the 
college or university from which they graduated. Unclassified graduate students should 
make arrangements in the Office of the Dean of the Summer Session. 

Students who plan to participate in the American Foundations Program at Reynolda 
House as unclassified graduate students seeking graduate credit must (1) complete the 
special application form, (2) present two letters of recommendation, and (3) present an 
official transcript of undergraduate work from the college or university from which they 
graduated. 



Health Certification 

All students who attend the summer session or special summer programs must 
complete the health form for the University Health Service. Residents of Winston -Salem 
who have their own physician must complete only the medical history section of the 
form. Immunization information is not required, but all health forms must be signed 
authorizing treatment in case of emergency. 



Admission of Handicapped Students 

Wake Forest University will consider the application of any student on the basis of his 
or her academic and personal merit, regardless of physical handicap. Though the 
campus is built on many levels, a system of ramps and elevators makes each building 
accessible to those in wheelchairs or with limited mobility. The University will gladly 
assist handicapped students in making arrangements to meet special needs. Students 
who seek further information should consult the Dean of the Summer Session or the 
University's Office of Equal Opportunity. 



Room Charges 

Double room (each person) per five-week term $125.00 

Single room (limited number available) per five week term $150.00 

Room charges must be paid in full for the entire term at the time of registration. A 

residence hall key deposit of $5.00 is required of all residential students. This deposit 

should be paid at check-in. 



14 



Tuition and Fees 



Full-Time 
Students 



Part-Time 
Students 



In-Service 

Public School 

Teachers 



Undergraduate 

Tuition 

Audit Fee 
Graduate 

Tuition 

Audit Fee 
Vehicle Registration Fee 

Automobile 

Motorcycle, etc. 



$45.00 per credit $45.00 per credit $34.00 per credit 

$30.00 per course $30.00 per course $30.00 per course 

$55.00 per hour $55.00 per hour $55.00 per hour 

$30.00 per course $30.00 per course $30.00 per course 



$ 6.00 per term 
$ 2.00 per term 



$ 6.00 per term 
$ 2.00 per term 



$ 6.00 per term 
$ 2.00 per term 



Tuition reduction does not apply to teachers taking the student teaching program, or 
to teachers who have not earned a bachelor's degree. 

Each student driving an automobile or other propelled vehicle to the campus is 
required to register it at the University Department of Public Safety on the same day the 
student registers for courses. Automobile and motorcycle registration fees are not 
refundable. 

All tuition and fees are due and payable in advance from currently enrolled University 
students. Students from other colleges and universities may pay tuition and room rent at 
registration. Meals from the University food service average $30.00 - $35.00 per week. 

Withdrawal and Refund Policy 

During the summer session all students may receive tuition refunds according to the 
following schedule. This policy applies to students dropping individual courses as well as 
to those withdrawing from the summer session. 

First Session 
Friday May 29 

Saturday May 30 

Monday June 1 

Tuesday June 2 

After June 2 for the first session and July 7 for the second session, no refund will be 
made. 



Second Session 


Tuition 


Housing 


Friday 


July 3 


100% 


All except $10 


Saturday 


July 4 


75% 


75% 


Monday 


July 6 


50% 


50% 


Tuesday 


July 7 


25% 


25% 



Financial Aid 

Because summer session tuition charges are reduced for all students to less than 
one-half the amount charged for tuition in the regular academic year, it is not possible to 
provide additional individual scholarships for students. 

In-service public school teachers seeking undergraduate credit are granted an addi- 
tional one-fourth reduction of their tuition, making their tuition rate $34.00 per credit. 



15 



Tuition scholarship money for in-service North Carolina public school teachers is 
made available to the local school superintendents by the Department of Public Instruc- 
tion in Raleigh, North Carolina. Teachers should consult their local superintendents. 

Twenty tuition scholarships are available to graduate students on a competitive basis. 
Application should be made to the Dean of the Graduate School. 

Employment Opportunities 

Opportunities for student employment in the summer session are limited to a few 
positions in the library and the cafeteria. These are frequently preempted by regular 
students who plan to attend the summer session and make arrangements in advance for 
employment. The academic program is accelerated in the summer, and students should 
not seek outside employment unless necessary. Students desiring part-time employ- 
ment should consult the Office of Educational Planning and Placement. 

Veteran Benefits 

The University has enrolled a number of students who are veterans. Students who 
need information concerning education benefits for veterans should consult the 
Treasurer or the nearest regional office of the Veterans Administration. The office for 
North Carolina is located in the Federal Building at 251 North Main Street in downtown 
Winston-Salem. 

Housing Services and Regulations 

Mary Reynolds Babcock Dormitory is an air conditioned residence hall which is used 
during the summer session. All registered undergraduate students, including 
freshmen — who are required to live on campus — are accommodated here. By 
accepting a room assignment, students agree to abide by the room contract and by the 
regulations stipulated in this bulletin and in the constitution of the student body. Local 
students or freshmen with approval from the Dean of the Summer Session may live off 
campus. 

Check-in at Babcock is Tuesday, May 26 for the first session and Wednesday, July 1 
for the second session between 12:00 noon and 5:00 p.m. A $5.00 refundable key 
deposit is required at that time. 

Room assignments are made by the Summer Resident Director on a first come first 
served basis. All double rooms are assigned to two students, beginning with the lower 
floors. Students desiring to room together must check in together. There are a limited 
number of single rooms which are assigned at the discretion of the Summer Resident 
Director. 

Room changes and reassignment are allowed during the first two days of the session, 
but only with the prior written approval of the Summer Resident Director. The Director 
reserves the right to reassign students for disciplinary reasons or to ensure double 
occupancy and the efficient use of residence hall space. Students remaining for the 
second session must indicate this intent at check-in and confirm their plans prior to the 
end of the first session. 

Check-out is required regardless of when a student leaves the session. It includes the 



16 

following: (a) removal of all personal property, (b) deposit of refuse in the appropriate 
containers in hallways, (c) completion of the room condition report, (d) closing and 
locking all windows and doors, and (e) return of the room key to a staff member. THERE 
IS A $25.00 FINE FOR FAILURE TO COMPLETE THE CHECKOUT PROCEDURE, 
which must be completed by 6:00 p.m. the last day of the session. 

Babcock facilities include lounges, a study area, a kitchen, storage areas, and laundry 
facilities. They are provided for the exclusive use of Babcock residents. A guest policy is 
outlined at check-in and during a residence hall meeting the first full day of each session. 

Furnishings and equipment are not to be moved from rooms and are not be be used 
for other than their intended purpose. 

The rooms are furnished with single beds, desks, chairs, dressers, and closets. 
Students must supply their own linen, desk lamps, and wastebaskets. Molding is 
provided on the walls for hanging pictures, pennants, and posters, which are not to be 
affixed to the walls or ceilings. 

Curtains or drapes must be suspended by temporary spring-type rods with cushioned 
ends. Window screens must be left on the windows, and trunks or heavy luggage must 
be stored in trunk rooms. Waterbeds are not allowed. The University accepts no 
responsibility for students' personal property. 

Babcock is a coeducational residence hall with separate wings for men and women. 
Students are not allowed in the rooms assigned to members of the opposite sex except 
during open houses, which must be approved by the Summer Resident Director in 
accordance with established guidelines. 

After the residence hall is closed for the night, students must enter by the center front 
door, where proper identification must be shown to the guard on duty. Students who are 
involved in incidents which jeopardize the safety or security of the students living in the 
residence hall or other University property forfeit the opportunity to continue living in 
the residence hall, lose all fees, and become subject to disciplinary action. 

Students are expected to cooperate with campus guards and residence hall staff 
members by providing proper identification upon request. Failure to do so is considered 
serious misconduct. 

In order to provide an opportunity for responsible living and learning in a safe and 
comfortable environment, the following regulations have been adopted: 

( 1 ) Cooking and ironing are not permitted in rooms and must be done in the kitchen 
or laundry. 

(2) Electrical appliances other than thermostatically controlled coffee pots and small 
refrigerators are not allowed (1.5 amp., five cubic feet, maximum). 

(3) Musical appliances and hair dryers are authorized, but if it becomes apparent that 
electrical circuits are overloaded, remedial measures — including limitation of electrical 
service — must be taken. 

(4) Indecent exposure, illicit sexual activity, and public use of vulgar or abusive 
language are prohibited. 

(5) Students are subject to all state and local regulations concerning the use of 
alcoholic beverages. Public consumption or display of alcoholic liquors, wines, or beer 
in the residence hall or elsewhere on campus is prohibited. 

(6) Alcohol abuse, including intoxication, is not tolerated. Behavior resulting from 
such abuse results in loss of housing privileges and disciplinary action. 



17 



(7) Possession or use of illegal drugs, (LSD and marijuana, for example) and drug 
paraphernalia is prohibited. Students involved in the use, possession, distribution, or 
transportation of illegal drugs or contraband on or off campus must vacate the residence 
hall within forty-eight hours and are subject to disciplinary action, which may include 
dismissal from the University. Parents of such students are notified promptly. 

(8) Deadly weapons are prohibited everywhere on campus except in the Department 
of Military Science and as authorized by the University Department of Public Safety. 

(9) Animals are not allowed in the residence halls. 

(10) Use or possession of fireworks and other pyrstechnics is prohibited in the 
residence halls and elsewhere on campus. 

(11) Playing sports in the residence hall areas is prohibited. Ample playing fields are 
provided close to the residence halls 

(12) Rooms in the residence halls cannot be used as sales offices or storerooms or for 
solicitation of sales or gifts without prior written permission of the Dean of Men. 

(13) No aerials of any kind may be installed on any University building (including 
window sills) without prior written permission of the Director of the Physical Plant. 

(14) Students are expected to refrain from making excessive noise either in person or 
with sound equipment such as musical instruments or stereos. 

Failure to comply with these regulations or the instructions of the Summer Resident 
Director can result in forfeiture of housing privileges and fees. Students removed from 
the residence halls relinquish all rights to further use of the facilities regardless of rental 
fees which may have been paid. 

Any questions regarding these regulations or summer housing in general should be 
addressed to the Director of Housing, 7342 Reynolda Station, Winston-Salem, N.C. 
27109. 

Student Services 

Food Services. A cafeteria and a soda shop are located in Reynolda Hall, serving 
meals during the day and snacks at night. 

Laundry Service. Laundry is arranged for privately. Coin-operated washers and 
dryers are located in residence halls and are not available to non-resident students. 

Health Service. The Health Service is located in Kitchin House for students who 
become ill. The Center for Psychological Services assists students with personal adjust- 
ment problems. 

Educational Planning and Placement. Students seeking part-time summer employ- 
ment should consult the Office for Educational Planning and Placement. Both this office 
and the Center for Psychological Services assist students with educational and vocation- 
al problems. Both teachers who expect to graduate at the end of the summer session and 
who seek positions in public schools and seniors who expect to graduate at the end of the 
summer session and then seek employment should file a resume with this office early. 

Recreational Activities. The University maintains athletic fields, tennis courts, and 
athletic, physical education, and recreation facilities which include a swimming pool, 
handball and squash courts, basketball floors, a dance studio, recreational areas, and 
gymnastics and wrestling rooms. The Department of Physical Education sponsors an 
intramural program of tournaments and organized club activities in tennis, golf, racquet- 



18 



ball, and other sports for men and women. Student golfers may take advantage of two 
public courses, Winston Lake and Reynolds Park. Other golf courses are available at 
Grandview, Wedgewood, Wilshire, Tanglewood Park, and Hillcrest Golf Clubs. Stu- 
dents can find swimming, golf, horseback riding, fishing, picnicking, and games at 
Tanglewood Park. 

Historic Old Salem, the Museum of Early Southern Decorative Arts, the Wachovia 
Historical Society Museum, the Southeastern Center for Contemporary Art, Reynolda 
House, the Museum of Man, the Nature Science Center, numerous industries, and the 
nearby mountains are of interest to those who attend the summer session. Pilot Moun- 
tain and Hanging Rock state parks are approximately thirty miles north of Winston- 
Salem. Blowing Rock on the Blue Ridge Parkway, about a two-hour drive, is a well 
known summer resort and features a variety of summer recreational activities. 

Free movies are shown regularly during the summer session. 

Religious Activities. Religious programs supplement the summer schedule. The Office 
of the Chaplain welcomes the opportunity to identify churches in the community and 
give any help it can to summer session students. Wake Forest Baptist Church holds 
worship services each Sunday at 11:00 a.m. in Wait Chapel. A special series of worship 
services is scheduled each evening during the Ministers' Conference, July 6-10, in Davis 
Chapel. Students and faculty are invited to attend. 



Vehicle Regulations 

Automobiles must be registered with the University Department of Public Safety on 
the same day that the student registers for courses. Registration is not considered 
complete until the automobile is also registered, for students in residence on the campus 
and for those who commute by automobile to the campus. A $6.00 non-refundable 
registration fee is charged for automobiles each term, and there is a $2.00 fee for 
motorcycles and other two-wheeled vehicles, which must also be registered. If the 
student registers for courses and later decides to bring an automobile on the campus, the 
automobile must be registered on the same day that it is brought on the campus. 

Students are required to establish ownership by presenting state registration, title, bill 
of sale, or state inspection worksheet. Students are responsible for knowing and com- 
plying with campus traffic and parking regulations at all times. Violators are fined, and all 
fines must be paid within fourteen days of receipt of ticket. After this time, if the fine is not 
paid the car is considered in violation of University policy, is banned from the campus, 
and may be towed away at the student's expense. More specific details concerning 
possession, registration, and parking of automobiles, including a map indicating 
appropriate parking locations, is given each student at the time of registration. 



Undergraduate Registration 

Registration for the first term begins in the Registrar's Office, 1 10 Reynolda Hall, at 
9:00 a.m. on Wednesday, May 27, and closes at 12:00 noon. Registration for the second 
term begins in the Registrar's Office at 9:00 a.m. on Wednesday. July 1, and closes at 
12:00 noon. No student is allowed to register after the fifth day of either term. 



19 



Graduate Registration 

Graduate students working toward a degree and unclassified graduate students taking 
regular courses offered in the summer session register for the first five-week term on 
May 27 in the Office of the Dean of the Graduate School, 210 Reynolda Hall, between 
the hours of 8:30 a.m. and 12:00 noon. Registration for the second five- week term is on 
July 1 from 8:30 a.m. to 12:00 noon in the Graduate School office Unclassified 
graduate students in the American Foundations Program or other special programs 
register at special times according to instructions from the director of the program. 

Undergraduate Class Regulations 

Opening of Classes. All classes in the first five-week term begin at 1:00 p.m. on 
Wednesday, May 27. Science classes in the first five-week term meet for the first time at 
1:00 p.m. on May 27 and thereafter at the regularly scheduled time of 8:00 a.m. to 
1:00 p.m. 

In the second five-week term, classes begin at 1:00 p.m. on Wednesday, July 1, 
Science classes in the second five -week term meet for the first time at 1:00p.m. on July 1 
and thereafter at the regularly scheduled time of 8:00 a.m. to 1:00 p.m. 

Course Changes. After registration, necessary course changes must be made im- 
mediately in the Registrar's Office and not later than the fifth day in each term. 

Dropping a Course. The last day for dropping a class without penalty is June 2 in the 
first term and July 7 in the second term. Any course dropped before this date must be 
approved by the Registrar; after this date the drop must be approved by the Dean of the 
Summer Session. Except in cases of emergency, the grade in the course is usually 
recorded as F. If at any time a student drops any course without prior written approval of 
the Dean, a grade of F for that course is reported by the instructor to the Registrar. 

Attendance. Attendance regulations specifically place the responsibility for class 
attendance upon the individual student. He or she is expected to attend classes regularly 
and punctually. A student should recognize that one of the most vital aspects of a 
residential college experience is attendance in the classroom and that the value of this 
academic experience cannot fully be measured by tests alone. 

Students are considered sufficiently mature to appreciate the necessity of regular 
attendance, to accept this personal responsibility, to demonstrate the kind of self- 
discipline essential for such performance, and to recognize and accept the consequences 
of failure to attend. An instructor may refer to the Office of the Dean of the College for 
suitable action students who in his or her opinion are causing their work or that of the 
class to suffer because of absence or lateness. Any student who does not attend classes 
regularly, or who demonstrates other evidence of academic irresponsibility, is subject to 
such disciplinary action as the Committee on Academic Affairs may prescribe, including 
immediate suspension. 

The Office of the Dean of the College maintains a list of students who have been 
absent from class because of illness certified by the Health Service or for other extenuat- 
ing circumstances. Such absences are considered excused and a record of them is 
available to instructors. An instructor determines whether work the student has missed, 
including examinations, may be made up. 



20 



Withdrawal from the University. A student who finds it necessary to withdraw must file 
an application with the Dean of the Summer Session. Before withdrawal in good 
standing may be recorded, the application must be endorsed by the Director of Housing, 
the Treasurer, and the Registrar and must be approved by the Dean of the Summer 
Session. If a student leaves the College without officially withdrawing, he or she is 
assigned failing grades in all current courses and unofficial withdrawal is indicated on the 
record. 

Auditing of Classes. A student enrolled in a full-time program may audit classes 
without charge with the permission of the instructor. With the permission of the Dean of 
the Summer Session and the instructor, others may audit classes at a charge of $30.00 
per course. An auditor is listed on the class roll as such and is subject to the usual 
attendance regulations and to whatever additional requirements the instructor may 
impose. If these conditions are properly fulfilled, a notation "audit" is entered in lieu of a 
grade on the final grade report. For the regularly enrolled student, this notation is also 
entered on the permanent record. An auditor may receive no grade or credit for the 
course. An audit course may not be changed to a credit course and a credit course may 
not be changed to an audit course. 

Grading 

For all courses carrying undergraduate credit there are six grades: A (exceptionally 
high achievement). B (superior), C (satisfactory), D (passing but unsatisfactory), E 
(conditional failure), and F (failure). An A has the grade point value of four for each 
credit involved, a B the value of three, a C the value of two, and a D the value of one. 

For all courses carrying graduate credit there are three passing grades — A (excel- 
lent), B (good), andC (low pass) — and one failing grade — F. An A has the grade point 
value of three for each semester hour of credit involved, a B the value of two, and a C the 
value of one. 

Credits. Undergraduate courses carry four credits each unless otherwise stated. Two 
courses for a total of eight credits constitute a normal load in each five-week term. 
Teachers and public school administrators enrolled in the Graduate School and seeking 
renewal of the public school certificate may obtain six semester hours credit by taking 
two courses in either term. Those with problems should consult the Director of Under- 
graduate Teacher Education. 

Grade Reports and Transcripts. Students receive a report which indicates courses 
taken and grades received. Those who would like a transcript of summer session courses 
sent to another college or university or to the Department of Public Instruction of North 
Carolina should request one from the Registrar's Office. 

Honor System 

The honor system is an expression of the concern that students be motivated by 
ideals of honor and integrity. It is an integral part of the student government of the 
College as adopted by students and approved by the faculty. Its essence is that each 
student's word can be trusted implicitly and that any violation of a student's word is an 
offense against the whole student community. The honor system binds students neither 



21 



to give nor receive aid on any examination, quiz, or other pledge work; to have complete 
respect for the property rights of others, not to make false or deceiving statements 
regarding academic matters to another member of the University community, not to 
give false testimony or refuse to pay just debts; and to confront any student who has 
violated the honor system and tell him or her that it is his or her responsibility to report 
himself or herself or face the possibility of being reported to the Honor Council 




22 

Special Programs 

Master of Arts in Education 

The Department of Education offers the Master of Arts in Education degree in the 
certificate areas of school counseling and School Psychologist I — Psychometrist; in the 
graduate secondary teaching certificate areas of biology, chemistry, English, history, 
mathematics, physical education, physics, and speech; and in all elementary certificate 
teaching areas. These programs have been approved by the Board of Education of 
North Carolina as meeting state certificate requirements. The program in counseling 
leading to the Master of Arts in Education degree is accredited by the National Council 
for the Accreditation of Teacher Education. The Department also offers Master of Arts in 
Education programs in general counseling and in Foundations of Education. 

Now in its last year, the School Psychologist 1 — Psychometrist program is expected to 
be replaced by a two-year master's program of at least forty-eight semester hours. 
Consult the department for further details. 

A number of assistantships, fellowships, and scholarships are available for qualified 
teachers who wish to enroll as regular students in the term beginning in September 
1981. Assistantships, valued at $7,600, require twelve to fifteen hours per week service 
in the Department of Education. Fellowships are valued at $5,450. Scholarships cover 
the cost of tuition. Applications for financial assistance should be submitted before 
March 1. 

For teachers who cannot attend during the academic year, the residence and course 
requirements for the Masters of Arts in Education degree can be completed principally in 
summer sessions. (For degree requirements and courses offered during the summer of 
1981, consult other sections of this bulletin.) Applications for summer scholarships are 
accepted until April 15. 

A graduate bulletin and forms on which to apply for admission and financial assistance 
can be obtained from the Office of the Dean of the Graduate School. 

American Foundations Program in History 

The University and Reynolda House, a museum of American art near the Reynolda 
Campus, have combined resources to offer a program for graduate and undergraduate 
students and teachers of history, art, literature, and music, to be held for the fourteenth 
consecutive summer at Reynolda House, June 22-July 31. 

Nature and Purpose. The approach is interdisciplinary. Using the American art 
collection, architecture, literature, music, and the decorative arts, it focuses on the 
nineteenth and twentieth centuries. The course is designed to be a stimulating experi- 
ence for people who are teaching or who plan to teach in the future, as well as for 
students of history, art, literature, and music. From 9:00 to 3:00 daily, students are 
involved in lectures, reading, reflecting, discussion, writing, and individual experiences 
such as stone sculpturing and painting. A bus tour to Washington, D.C enables students 
to visit places of historic, artistic, and literary interest for a comparison with and 
expansion upon local collections. 

Scholarships. In-service public school teachers in North Carolina are encouraged to 



23 



apply for tuition grants directly to the State Department of Education, Division of Staff 
Development. Raleigh. North Carolina 27611. The University provides students not 
otherwise provided for with an educational scholarship amounting to one half the 
regular summer session tuition. A grant from Reynolda House makes it possible for each 
student to receive partial coverage of tours and special activities. 

Credit. The course provides six semester hours of credit which can be used toward a 
master's degree in history or for certificate renewal. Credit is issued by the University, 
and the course is listed as History 463-464. American Foundations. 

Faculty and Administration. Conducting the course are Cyclone Covey, professor of 
history at the University, Barbara Babcock Millhouse. American art lecturer and presi- 
dent of Reynolda House; Doyle Fosso, professor of English at the University; Nicholas 
B. Bragg, director of Reynolda House and program coordinator; and other faculty 
members from the University. 

Qualifications for Applicants. The program is designed primarily for students and 
teachers, especially those interested in American history, literature, art, and music. 
Teachers qualify who hold the B.A. degree and are seeking certificate renewal or who 
are working toward the M.A. degree. The class is limited to twenty-five students, not 
more than five of whom may be recent college graduates or undergraduates. The 
application deadline is May 31. Classes begin on Monday, June 22. Inquiries should be 
addressed to the Dean of the Summer Session. 



Summer Poetry Workshop 

Wake Forest University Summer Session and Reynolda House American Art 
Museum will sponsor a poetry workshop June 1-12 at Reynolda House. It is a two-week 
program of writing, discussion, and public readings for writers, students, and other 
adults interested in the experience of poetry. Fifteen individuals will be selected for the 
workshop. Undergraduate academic credit and housing will be available through Wake 
Forest University. A. R. Ammons, Goldwin Smith Professor of Poetry at Cornell Uni- 
versity, will be poet-in-residence for the workshop. He received the 1973 National Book 
Award for Poetry, the 1975 Bollingen Prize in Poetry, and in 1977 he won an awa.d 
from the American Academy and Institute of Arts and Letters. 

Application forms may be obtained from AT. Stephens. Administrative Associate, 
Reynolda House, Box 11765, Winston-Salem. North Carolina 27106. 



Summer Program for Teachers of Latin 

A special course entitled Workshop in the Teaching of Latin will be offered 
July 13 — August 31 for secondary school teachers of Latin. Study of problems and 
methods and the introduction of new instructional materials will be combined with a 
literary emphasis on the works of Vergil. Instruction will be adapted to individual needs, 
preparation, and interests. Prerequisite is elementary Latin or permission of the instruc- 
tor. Interested teachers should correspond with Robert W. Ulery. Department of Classi- 
cal Languages, 7343 Reynolda Station, Winston-Salem, North Carolina 27109. 



24 



American College of Sports Medicine Workshops 

The American College of Sports Medicine will sponsor a preventive/rehabilitative 
exercise technologist workshop and an exercise test technologist certification session 
during the first term of the 1981 summer session. The workshop is June 15-24 and the 
certification session is June 25-26. 

Inquiries should be addressed to Paul M. Ribisl, Director of American College of 
Sports Medicine Workshop. 7234 Reynolda Station, Winston-Salem, North Carolina 
27109. 



Cardiac Rehabilitation Training Program 

A program for graduate students interested in procedures for the rehabilitation of 
cardiac patients is offered by the Department of Physical Education during the second 
term of the summer session, June 29-August 1. The program embraces two courses, 
Physical Education 461S, Fundamentals of Out-Patient Cardiac Rehabilitation, and 
465S, Graded Exercise Testing and Evaluation of Work Capacity. Each course carries 
three semester hours of graduate credit and may be applied toward a master's degree in 
physical education. 

It is recommended that students taking Physical Education 465S, Graded Exercise 
Testing and Evaluation of Work Capacity, attend the American College of Sports 
Medicine workshop for exercise test technologists which is offered immediately before 
the second summer session. 

Inquiries should be addressed to Paul M. Ribisl, Director of the Cardiac Rehabilitation 
Program, 7234 Reynolda Station, Winston-Salem, North Carolina 27109. 

Interdisciplinary Overseas Research Program 

The Overseas Research Center conducts its fourteenth field project in Central Amer- 
ica July l^July 22. Research will focus on a video and photographic documentation of 
sociocultural change in the past twenty years among different ethnic communities on 
Roatan Island, Honduras. The Center offers an interdisciplinary program and is open to 
any student interested in problems facing less developed nations. Incoming freshmen 
are invited to participate. All applications should be received by mid-April. 

For more information consult David K. Evans, Associate Professor of Anthropology, 
7808 Reynolda Station, Winston-Salem, North Carolina 27109. Phone: (919) 761- 
5495 or 724-0187. 

Marching Band Workshop 

A special workshop in corps style marching band techniques, sponsored by Duncan 
Music Company and the Demon Deacons Marching Band, will be offered June 12-13. 

The staff of The Spirit of Atlanta Drum and Bugle Corps will serve as instructors. The 
workshop will close with a performance by The Spirit of Atlanta on June 13 at Groves 
Stadium. 

One unit of renewal credit will be offered to music educators. Inquiries should be 



25 



addressed to Davidson Burgess, Director of Bands, 7345 Reynolda Station, Winston- 
Salem. North Carolina 27109. 

Debate Workshops for High School Students and Coaches 

The University invites superior high school students with an interest in forensics to 
participate in a debate workshop to be held on campus June 22^July 10. Students live in 
University residence halls under the supervision of the workshop staff. Nationally 
recognized authorities in debate theory serve in the distinguished lecturer series; an 
instructional staff from throughout the country works individually with students. The 
recreational facilities of the University are available for all participants. Students who 
have completed the ninth grade may apply. 

A coaches' workshop will be held June 22-27. Graduate credit will be available to 
participants. 

Interested students and teachers should consult Allan D. Louden, Department of 
Speech Communication and Theatre Arts, 7347 Reynolda Station, Winston-Salem, 
North Carolina 27109. 

Boys' State Program in Citizenship 
For High School Students 

In cooperation with the American Legion, the University sponsors Boys' State, a 
program to provide training in American government and citizenship. 

The program begins on June 14 and extends through June 20. Approximately 475 
boys attend. Applicants must have a B average and must have given evidence of 
leadership in high school. Participants have all expenses paid and are selected by the 
American Legion in conjunction with local high school officials. 

Inquiries should be addressed to the Adjutant of the North Carolina Department of the 
American Legion, Box 26657, Raleigh, North Carolina 27611, or to Jack D. Fleer. 
Professor of Politics, 7568 Reynolda Station, Winston-Salem, North Carolina 27109. 

Summer Golf Program 

The Jesse Haddock Summer Golf Program, first offered in 1979, is available again 
this year. The program is under the supervision of Coach Jesse Haddock, and members 
of the Wake Forest University golf team will be counselors. Golfers are divided into small 
groups according to age and ability. Off- and on-the-course instruction includes lectures, 
exhibitions, films, and games. Golf courses at Bermuda Run Country Club, home of the 
Wake Forest golf team, and at Tanglewood, site of the 1974 PGA Championship, will 
be the scene of play. 

Three sessions are available: first session, June 21-July 4; second session, July 6—18; 
and a super session, July 6-25, which will include contact with members of the PGA tour 
and a trip to Pinehurst, North Carolina, the "golf capital of the world." NEW IN 1981: 
Campers may attend any single week during the first and second sessions. Participants 
must be under eighteen years of age. Enrollment is limited. Final payment is due June 1, 
For additional information, write Jesse Haddock, Inc., Wake Forest University, 6696 
Reynolda Station, Winston-Salem, North Carolina 27109 or call (919) 761-5619. 



26 



Basketball Camp 

The University basketball coaching staff conducts a basketball camp for young people 
age nine to eighteen. The camp includes two sessions, the first, July 12-17, and the 
second. July 19-24. Enrollment in each is limited. Head Coach Carl Tacy and Assistant 
Coaches Mark Freidinger, Ernie Nestor, and Rich Knarr are in charge and in attendance 
at every session. The coaches are assisted by outstanding professionals and college 
players. Campers live in residence halls on the campus and meals are provided in the 
University cafeteria. Instruction is given on the four gymnasium courts. Inquiries should 
be addressed to 7506 Reynolda Station, Winston-Salem, North Carolina 27109. 

Youth Fitness Camp 

The Department of Physical Education sponsors a youth fitness camp for boys and 
girls eight through fifteen. The camp, in its twenty-first year, extends from June 22 
through July 24, Monday — Friday, from 8:30 a. m. until 12:15. Leo Ellison, the director, 
is assisted by other members of the faculty. Instruction is given in a wide variety of sports. 
Inquiries should be addressed to the Department of Physical Education at 7234 Reynol- 
da Station, Winston-Salem, North Carolina 27109. 




27 



Undergraduate Registration 

First Term 

Wednesday, May 27, in 110 Reynolda Hall beginning at 9:00, alphabetically by sur- 
name according to the following schedule: 



9:00- 9:30 M-R 
9:30-10:00 S-Z 



10:00-10:30 A-F 
10:30-11:00 G-L 



Second Term 

Wednesday, July 1, in 110 Reynolda Hall beginning at 9:00, alphabetically by surname 
according to the following schedule: 



9:00- 9:30 A-E 
9:30-10:00 F-K 



10:00-10:30 L-Q 
10:30-11:00 R-Z 



Graduate Registration 

Registration for graduate students for the first term is in 210 Reynolda Hall, on 
Wednesday, May 27, from 8:30-11:30. 

Registration for graduate students for the second term is in 210 Reynolda Hall, on 
Wednesday, July 1, from 8:30-11:30. 



Classes and Examinations 
First Term 







First Meeting 


Regular Daily 






Class 1 


Period 


May 27 


Schedule 


Examinations 




First 




1:00-1:50 


8:00- 9:15 


Monday, June 29 9:00- 


-12:00 


Second 




2:00-2:50 


9:25-10:40 


Monday, June 29 2:00 - 


- 5:00 


Third 




3:00-3:50 


10:50-12:05 


Tuesday, June 30 9:00 - 


- 12:00 


Fourth 




4:00-4:50 


12:15- 1:30 


Tuesday, June 30 2:00 - 


- 5:00 


Fifth 




5:00-5:50 


1:45- 3:45 


Tuesday, June 30 arranged 








Second Term 










First Meeting 


Regular Daily 






Class [ 


leriod 


July 1 


Schedule 


Examinations 





First 


1:00- 


-1:50 


Second 


2:00- 


-2:50 


Third 


3:00- 


-3:50 


Fourth 


4:00- 


-4:50 


Fifth 


5:00- 


-5:50 



8:00- 9:15 Monday, August 3 9:00-12:00 

9:25-10:40 Monday, August 3 2:00- 5:00 

10:50 - 12:05 Tuesday, August 4 9:00 - 12:00 

12:15- 1:30 Tuesday, August 4 2:00- 5:00 

1:45- 3:45 Tuesday, August 4 arranged 



28 

Courses of Instruction 



Courses numbered 100-200 are primarily for freshmen; 200-300 primarily for 
sophomores; 300- 400 primarily for juniors, seniors, and graduate students; and 400- 
500 for graduate students. 

Credits for undergraduates and semester hours of credit for graduate students are 
shown by numerals immediately after the course title — for example, (4) or (3). To 
translate credits into hours, a four-credit course is assigned 3.6 semester hours. Some 
laboratory courses have numerals after course descriptions to show the number of hours 
per week normally spent in the laboratory — for example, (Lab — three hours). The 
symbol P — followed by course numbers or titles shows prerequisites for the course. 

A normal load is two courses, or eight undergraduate credits, in each five-week term. 
Undergraduate courses normally carry four credits each and graduate courses three 
semester hours of credit each. 

Unless otherwise indicated, classes for all courses except laboratory science courses 
meet daily Monday through Saturday, except on the third Saturday of the first term 
(June 13) and on the first Saturday of the second term (July 4) for periods of seventy-five 
minutes each. Science lecture and laboratory courses meet from 8:00 a.m. to 1:00 p.m. 
on the dates indicated above in each term. 

Although such occurrences are rare, the University reserves the right not to offer 
courses in the summer session for which there is insufficient registration; to modify, 
withdraw, or make substitutions for any course; and to change the instructor for any 
course indicated in this bulletin. The schedule supplement available at registration 
should be consulted for changes. Location of classes will be indicated on the supplement 
also. 



Anthropology 

151. General Anthropology I. Archeology and human evolution. (4) Origin and 

evolution of man with a focus on human biological and sociocultural change during the 
Plio-Pleistocene. (Credit will not be granted for both Anthropology 151 and Anthropol- 
ogy 162.) 
Second Term/10:50-12:05 Woodall 

152. General Anthropology II. Cultural anthropology. (4) A cross-cultural analysis 
of human institutions with a survey of major theories, explaining cultural variety and 
human nature. (Credit will not be granted for both Anthropology 152 and Anthropology 
341.) 

First Term/10:50-12:05 Evans 

383, 384. Field Research in Cultural Anthropology. (4,4) Training in techniques 
for study of foreign cultures, carried out in the field. P — Anthropology 151, or 152. or 
162. (See special programs.) Evans 

Art 
103. Introduction to the Visual Arts. (4) An introduction to the arts of various 



29 



cultures and times, with discussions of technique, style, methodology, and terms. May 

be used to satisfy a requirement in Division I. 

First Term/10:50-12:05 Polk 

Biology 

111. Biological Principles. (5) Fundamental principles and concepts in biology. 

(Five credits or four semester hours.) 

Lecture 8:00-9:00 and 12:00-1:00 daily 

Laboratory 9:00-12:00 daily 

First Term Amen 

150. Organismic Biology. (5) Morphology and phylogeny of plants and animals. 

(Five credits or four semester hours.) P — Biology 1 11 or permission of the instructor. 

Lecture 8:00-9:00 and 12:00-1:00 daily 

Laboratory 9:00-12:00 daily 

Second Term McDonald 

391, 392, 393, 394. Special Problems in Biology. (2,2.2,2) Independent library 
and laboratory investigation carried out under the supervision of a member of the staff; 
393, 394 not to be counted toward the major. P — Permission of the instructor. 
First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

411, 412. Directed Study in Biology. (1.1) Reading and or laboratory problems 
carried out under the supervision of a faculty member. P — Permission of the instructor. 
First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

491, 492. Thesis Research. (3,3) 

591, 592. Dissertation Research. (Hours to be determined.) 

Business and Accountancy 
Business 

201 . Quantitative Methods I. (4) Techniques of analysis of numerical data, including 
descriptive statistics, linear correlation and regression, statistical estimation, and hypo- 
thesis testing. P — Mathematics 157. 

First Term/10:50-12:05 Dewasthali 

202. Quantitative Methods II. (4) Decision theory emphasizing the combined use of 
information from historical data, subjective judgments, and sampling results in business 
decision making. Nonparametric statistics and linear programming models included. 
P— Business 201. 

Second Term/10:50-12:05 Ewing 

231. Financial Management. (4) Analysis of financial decision making at the level of 

the individual business enterprise. P — Accountancy 112. 

First Term/9:25-10:40 Clark 



30 

Accountancy 

111. Accounting Principles I. (5) The basic accounting process and underlying 
principles pertaining to the preparation and interpretation of published financial state- 
ments 

First Term/9 : 00- 1 1 : 00 Cook 

112. Accounting Principles II. (4) A continuation of Accountancy 111 with em- 
phasis on managerial accounting. P — Accountancy 111. 

Second Term/9:25-10:40 Knight 

151. Intermediate Accounting. (4) A detailed analysis of theory and related prob- 
lems for typical accounts on published financial statements. P — Accountancy 112. 
First Term/9:25-10:40 Hylton 

152. Intermediate Accounting. (4) A continuation of Accountancy 151. P — 
Accountancy 151. 

Second Term/9:25-10:40 Hylton 

252. Cost Accounting. (4) An in-depth study of management accounting, including 
budgeting, product costing, cost allocation, standard costs, transfer pricing, differential 
analysis, and cost-behavior analysis. P — Accountancy 112. 
Second Term/10:50-12:05 Staff 

Chemistry 

111. College Chemistry. (5) Fundamental chemical principles. Laboratory covers 
experimental aspects of basic concepts. (Five credits or four semester hours.) 
Lecture 8:00-10:00 daily 

Laboratory 10:00-1:00 daily 

First Term Gross 

112. College Chemistry. (5) Fundamental chemical principles. A continuation of 
Chemistry 111. Laboratory covers experimental aspects of basic concepts. P — 
Chemistry 111. (Five credits or four semester hours.) 

Lecture 8:00-10:00 daily 

Laboratory 10:00-1:00 daily 

Second Term Staff 

391, 392. Individual Study. (2,2) 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

491, 492. Thesis Research. (3,3) 

Classics 

265. A Survey of Greek Literature. (4) A study of selections from Greek literature in 
English translation. A knowledge of the Greek language is not required. (Meets optional 
requirement in Division I.) 
Second Term/10:50-12:05 MacQueen 



31 



245S. Workshop in the Teaching of Latin. (3) A study of problems and methods in 

the teaching of Latin, with instructional materials and a literary emphasis on the works of 

Vergil. P — Elementary Latin or permission of the instructor. Instruction will be adapted 

to individual needs, preparation and interests. Offered July 13-August 31. (See special 

programs.) 

Hours arranged Ulery 



Economics 

151. Principles of Economics. (4) A study of individual economic units in a market 
economy, with some attention to monopoly, labor unions, and poverty. 

First Term/9:25 - 10:40 Hammond 

152. Principles of Economics. (4) Attention to the functioning of the economy as a 
whole, with particular reference to unemployment, inflation, economic growth, and 
policy. P — Economics 151 

Second Term/9:25 - 10:40 Goalstone 

282. Seminar in Economic Theory and Policy: Macro. (4) A consideration of 
recent developments in macroeconomic theory with a discussion of their implications for 
policy. P — Permission of the instructor. 
First Term/10:50-12:05 Goalstone 

Education 

201. Foundations of Education. (4) Philosophical, historical, and sociological 
foundations of education, including analysis of contemporary issues and problems. 
First Term/12: 15-1:30 Reeves 

211. Education Psychology. (4) General principles of adolescent development. The 
nature, theories, processes, and conditions of effective teaching and learning. Apprais- 
ing and directing learning. 
First Term/9:25-10:40 Litcher 

271. Introduction to Geography. (4) A study of the physical environment and its 
relationship to man. including an examination of climate, vegetation, soils, water 
resources, and land forms found in various regions of the world. 
First Term/10:50-12.05 Preseren 

301. Audiovisual Education. (4) Introduction to the field of audiovisual education; 
development and application of skills in the use of instructional materials, equipment, 
and programs. 
Second Term/12: 15-1:30 Preseren 

341. Principles of Counseling and Guidance. (4) Counseling history, philosophy, 

theory, procedure, and process. Therapeutic and development counseling approaches 

in guidance and personnel work in educational, social, business, and community service 

agencies. 

Second Term/9:25-10:40 Staff 



32 



442. Group Procedures in Counseling. (3) An experiential and conceptual explora- 
tion of the psychological dynamics and interpersonal communication of small groups, 
including the purpose and process of various group procedures such as group guidance, 
group counseling. T-groups. encounter groups, sensitivity training, psychodrama, and 
sensory awareness techniques. P — Education 341 or 441 and permission of the in- 
structor. 

First Term/9:25-10:40 Elmore 

443. Vocational Psychology. (3) Vocational development through the life span; 
psychological aspects of work, occupational structure, and the classifications of occupa- 
tional literature, theories of vocational choice, and their implications for vocational 
counseling. 

Second Term/10:50-12:05 Adams 

445. Counseling Practicum and Internship. (3-6) Observation of counseling, 
case study procedures, analysis of tape recorded interview, and role playing: supervised 
counseling experience. 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

463. Seminar in Counseling. (3) P — Permission of the instructor. 

First Term/8:00-9: 15 Elmore 

491. 492. Thesis Research. (3.3) 



The following education courses are offered during special terms and hours: 

Special Term I, June 22— July 18 

390. Education of Exceptional Persons. (4) A survey of the types of exceptionality. 
Emphasis will be placed on characteristics, identification, educational programming, 
management, and evaluation. 
Special Term/10:50-12:30 Litcher 

392. The Psychology of the Gifted Child. (4) A discussion of giftedness and 
creativity in children, and its relationship to adult superior performance. Topics to be 
covered include a history of the study of precocity, methods and problems of identifica- 
tion, the relationship of giftedness to creativity, personality characteristics and social- 
emotional problems of gifted children, and the social implications of studying giftedness. 
Special Term/12:40-1:55 Solano 

407. Philosophy of Education. (3) Survey of philosophical systems and their influ- 
ence on education. Philosophical foundations of educational theories. Analysis of 
educational issues and problems. 
Special Term '9:00-10:40 Reeves 

481 . Methodology and Research. (3) Advanced study of the methods and materials 
of a specific discipline in the curriculum (English, social studies, mathematics, science) 
with special attention directed to the basic research in the discipline. 
Special Term Hours arranged Staff 



33 



483. Readings and Research in Education. (1,2. or 3) Independent study and 
research on topics relevant to the student's field of concentration. The course may 
include a special reading program in an area not covered by other courses or a special 
research project. Supervision by faculty member. Hours of credit to be determined prior 
to registration. 
Special Term/Hours arranged Staff 

Special Term II, July 20— August 15 

391. Teaching the Gifted. (4) A general investigation of theory and practice which 
have special meaning for teachers of the gifted. The course of study includes an 
examination of general curriculum matters such as classroom styles, learning modes, 
epistemological theories, developmental constructs, and psychosociological patterns 
which have special pertinence to the teacher of the gifted. 
Special Term/3:40-5:20 Milner 

394. Internship in Education of the Gifted. (4) An intensive period of observation 

and instruction of gifted students. Readings and directed reflection upon the classroom 

experience will be used to develop a richer understanding of such a special school 

setting. 

Special Term/Hours arranged Milner 

431. Foundations of Curriculum Development. (3) Investigation of general and 

special curriculum matters, K— 12. 

Special Term/1 1:30-1: 10 Staff 

481. Methodology and Research. (3) Advanced study of the methods and materials 
of a specific discipline in the curriculum (English, social studies, mathematics, science) 
with special attention directed to the basic research in the discipline. 
Special Term Hours arranged Staff 

483. Readings and Research in Education. (1,2, or 3) Independent study and 
research on topics relevant to the student's field of concentration. The course may 
include a special reading program in an area not covered by other courses or a special 
research project. Supervision by a faculty member. Hours of credit to be determined 
prior to registration. 
Special Term/Hours arranged Staff 

English 

160. Survey of Major British Writers. (4) Eight to ten writers representing different 

periods and genres; primarily lecture. 

First Term/10:50-12:05 Ettin 

170. Survey of Major American Writers. (4) Nine to eleven writers representing 
different periods and genres; primarily lecture. 

First Term/8:00-9: 15 W.Wilson 

Second Term/9:25-10:40 Brailow 

305S. Old English Language and Literature. (4) A study of the historical and 



34 



cultural context of Old English literature, examining Anglo-Saxon and Viking art. runes, 
and Scandinavian mythology. Readings in translation of Beowulf and selected poems 
and prose, and a brief introduction to the Old English language. 
First Term/10:50-12:05 Overing 

392S. Studies in American Fiction. (4) An examination of American novelists 
whose works mirror, structurally and thematically. an obsession with time as a limit to 
experience and knowledge. Writers to be studied include Irving, Hawthorne, Twain, 
James, and Faulkner. 
Second Term/10:50-12:05 Reynolds 

411. Studies in the Arthurian Legend. (3) Emphasis on the origin and develop- 
ments of the Arthurian legend in England and France, with primary focus on Malory's Le 
Morte D 'Arthur. Attention to social and intellectual backgrounds. 
First Term/9:25-10:40 Shorter 

444S. The Pre-Raphaelites and Their Circle. (3) An intensive study of the poetry 
(and where appropriate the visual art) of Rossetti, Swinburne, Meredith, and Morris, 
with some attention paid to their Romantic predecessors, their Victorian contempo- 
raries, and their decadent heirs. 
Second Term/9:25-10:40 W. Wilson 

French 

153. Intermediate French. (5) A review of grammar and composition with practice in 
conversation. Reading of selected texts. Class meets daily for two periods. Lab required. 
P — French 112, 113, or two years of high school French. 
First Term/9:25-10:40 and 10:50-12:05 Margitic 

214. Masterpieces of French Literature II. (4) Reading of selected texts in French. 
Particular periods, genres, and authors may vary from summer to summer. Parallel 
reading and reports. Satisfies either the basic or the divisional requirement. Only one 
course in masterpieces may count toward the major. P — French 153 or equivalent. 
First Term/9: 25- 10: 40 Shoemaker 

History 

101. The Rise of the West. (4) A survey of ancient, medieval, and early modern 
history to 1700. 

Second Term/10:50-12:05 Hendricks 

102. Europe and the World in the Modern Era. (4) A survey of modern Europe 
from 1700 to the present. 

First Term/9:25-10:40 Barnett 

152. The United States Since 1865. (4) Political, social, economic, and intellectual 

aspects. 

First Term/12: 15-1:30 Smith 

342. The Middle East from Sulieman the Magnificent to the Present. (4) Major 
subjects covered are the rise and fall of the Ottoman Empire, the Arabs and Persians 



35 



under Ottoman hegemony, the rise of Arab nationalism, the emergence of the modern 

Arab states, and their role in the post-World War 11 era. 

First Term/10:50-12:05 Gokhale 

344. Modern China. (4) The Manchu Dynasty and its response to the Western 
challenge; the 1911 Revolution; the warlord era and the rise of the Communists; 
Chinese Communist society; the Cultural Revolution. 
Second Term/9:25 - 10:40 Sinclair 

398. Individual Study. (4) A project in an area of study not otherwise available in the 
department; permitted upon departmental approval of petition presented by a qualified 
student. 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

399. Directed Reading. (1-4) 

First Term/Hours arranged Staff 

Second Term'Hours arranged Staff 

463S, 464S. American Foundations. (6) A survey of the European heritage and 
colonial environment which developed into the American culture of the late eighteenth 
and nineteenth centuries. A cooperative program of the University and Reynolda House 
involving the staffs of both institutions. Lectures provide a continuity of theme; Old 
Salem and other historic sites provide opportunities for giving history a visual dimen- 
sion. A research project is required. Primarily for teachers; scholarships available. (See 
special programs.) 
June 22-July 31 Hours arranged Bragg, Covey, Millhouse 

481, 482. Directed Reading. (3,3) 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

491, 492. Thesis Research. (3,3) 



Humanities 

216. Romance Literature. (4) A study of approximately twelve works in translation 
from Romance literature. Satisfies a Division I requirement. 

First Term/10:50-12:05 King 

217. European Drama. (4) A study of selected works in translation, from the seven- 
teenth to the twentieth centuries, by major Continental dramatists. Satisfies a Division I 
requirement. 

First Term/9:25-10:40 O'Flaherty 

265. A Survey of Greek Literature. (4) A study of selections from Greek literature in 
English translation. A knowledge of the Greek language is nor required. Satisfies a 
Division 1 requirement. 
Second Term/10:50-12:05 MacQueen 



36 



Latin 



246S. Workshop in the Teaching of Latin. (3) Study of problems and methods in 

the teaching of Latin, with instructional materials, and a literary emphasis on the works 

of Vergil. P — Elementary Latin or permission of instructor. Instruction will be adapted to 

individual needs, preparation and interests. Offered July 13-August 31. (See special 

programs.) 

Hours arranged Ulery 

Mathematics 

The following courses can be used as credit toward basic requirements in Division II: 
Mathematics 111, 115, 116, and 157. 

111. Calculus with Analytic Geometry I. (5) Differential and integral calculus and 
the basic concepts of analytic geometry. (Credit not allowed for both 116 and 111.) 
Laboratory two hours. 
First Term/8:00 -9:15 Carmichael 

115. Finite Mathematics. (4) Probability and statistics, matrices, linear program- 
ming, Markov chains, and theory of games. 

First Term/10:50- 12:05 Waddill 

116. The Essential Calculus. (4) A one-semester course in differential and integral 
calculus, with application to business and the social sciences. (Credit not allowed for 
both 116 and 1 1 1 . A student who might take additional calculus should not take 116.) 
Laboratory two hours. 

Second Term/10:50 - 12:05 Staff 

155. Introduction to FORTRAN Programming. (4) Lecture and laboratory. A 
study of FORTRAN language. Students use computer terminals as well as card input. 
First Term/12: 15-1:30 Graham May 

157. Elementary Probability and Statistics. (4) Probability and distribution func- 
tions, means and variances, and sampling distributions. (Credit not allowed for both 156 
and 157. No credit after this course for Sociology 380.) Laboratory two hours. 
First Term/9:25-10:40 Gaylord May 

Second Term/8:00-9: 15 Gentry 

381 . Individual Study. (2, 3, or 4) A choice of study in an area of individual interest, to 
be directed by a faculty adviser. 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

491, 492. Thesis Research. (3,3) 

Military Science 

202S. Combined Military Fundamentals. (4) History and organization of the 
United States Army. Basic and intermediate military skills to include leadership styles 
and techniques, land navigation, dismounted drill, mountaineering, and marks- 
manship. Class time will be 1:45-3:45 p.m., five days per week with one weekend 



37 



overnight field trip. (Offered in the summer only. A minimum of six students must enroll 
for class to be offered. ) Not available to students who have taken more than one military 
fundamentals course. 

First Term/1 :45-3:45 Waller 

Second Term/ 1:45-3: 45 Waller 

Philosophy 

111. Basic Problems of Philosophy. (4) An examination of the basic concepts of 
several representative philosophers, including their accounts of the nature of know- 
ledge, man, God, mind, and matter. 

First Term/9:25-10:40 Hester 

Second Term/9:25-10:40 Washburn 

Second Term/10:50-12:05 Pritchard 

171. Meaning and Value in Western Thought. (4) A critical survey of religious and 

philosophical ideas in the Western world from antiquity to modern times. Satisfies either 

the philosophy or religion requirement of Division III: choice determined at time of 

registration. 

First Term/10:50-12.05 Angell and Helm 

Physical Education 

230. First Aid and Athletic Training. (2) A study of first aid techniques and the care 

and treatment of athletic injuries. 

First Term/8:00-9: 15 MWF only Dellastatious 

310. Applied Field Study. (2) A course involving application and methods of solving 
problems in a specialized area, according to the student's immediate career goals. 
P — Physical Education 251 or permission of the instructor. 

First Term/Hours arranged Hottinger 

Second Term/Hours arranged Hottinger 

382. Independent Study in Health and Physical Education. (1-4) 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

461S. Fundamentals of Out-Patient Cardiac Rehabilitation. (3) The study of 
the various phases in the rehabilitation of cardiac patients after a program of in-patient 
care. Lectures include rationale and procedures for the multiple intervention approach 
in the treatment of the cardiac patient. Laboratory experiences include an internship 
with an out-patient cardiac rehabilitation program. 
Second Term/Hours arranged Boone 

465S. Graded Exercise Testing and Evaluation of Work Capacity. (3) The study 

of the rationale for the use of graded exercise testing in the evaluation of functional work 
capacity. Lectures include the analysis of different modes of evaluation: treadmill, 
bicycle ergometer, arm ergometer, and field testing, with the application of results in the 
evaluation of normal and cardiac patients. Laboratory experiences include the use of 



38 



electrocardiogram, ergometers, and metabolic analysers in the assessment of functional 

capacity. 

Second Term Hours arranged Ribisl 

482. Independent Study. (1-3) Staff 

491, 492. Thesis Research. (3.3) Staff 

Physics 

111. Introductory Physics. (5) A basic course for freshmen and sophomores, includ- 
ing the elements of mechanics, properties of matter, wave motion, sound, heat, electric- 
ity and magnetism, light, and some of the recent developments in physics. Lecture two 
hours daily. Laboratory two hours, Monday through Friday. (Five credits or four 
semester hours.) 

First Term/8:00-12:30 Matthews 

112. Introductory Physics. (5) A continuation of Physics 111. Lecture two hours 
daily. Laboratory two hours. Monday through Friday. (Five credits or four semester 
hours.) 

Second Term 8:00-12:30 Staff 

491, 492. Thesis Research. (3.3) Staff 

Politics 

113. The American Political Order. (4) An examination of the American political 
system through a study of its basic political documents, its institutions, and its current 
policies. Beginning with a reading of Tocqueville's Democracy in America, the course 
explores the advantages inherent in a democratic order, as well as its disadvantages as 
these are evident in citizen conduct, literature, religious life. etc. 

First Term 8:00-9:15 Broyles 

114. Comparing Political Systems. (4) Some of the differences in political form, 
style, and ideology found in diverse twentieth century political systems. The diverse 
regimes of the Middle Eastern countries will be investigated and compared with totali- 
tarian and democratic polities. 

Second Term 8:00-9:15 Schoonmaker 

Psychology 

151. Introductory Psychology. (4) A systematic survey of psychology as the 
scientific study of behavior. Prequisite to all other courses in psychology. 
First Term/9:25-10:40 Richman 

First Term/12: 15-1:30 Best 

Second Term/12:15-l:30 Edwards 

239. Altered States of Consciousness. (4) Examination of altered states of con- 
sciousness with special reference to sleep and dreams, meditation, hypnosis, and drugs. 
P — Psychology 151. 
Second Term 10:50-12:05 Beck 



39 



241. Developmental Psychology. (4) A survey of physical, emotional, cognitive, 
and social development in humans from conception to death. P — Psychology 151. 
Second Term/12: 15-1:30 Best 

260. Social Psychology. (4) A survey of the field, including theories of social 
behavior, interpersonal attraction, attitudes and attitude change, and group behavior. 
P — Psychology 151. 
First Term/9:25-10:40 Burger 

265. Human Sexuality: A Changing Scene. (4) An exploration of the physiological 
and psychological aspects of human sexuality, with attention to changing sexual mores, 
sexual deviances, sexual dysfunction, and sex-related roles. P — Psychology 151. 
Second Term/9: 25- 10: 40 Burger 

268. Psychology of Business and Industry. (4) Psychological principles and 
methods applied to problems commonly encountered in business and industry. P — 
Psychology 151. 
First Term/8:00-9: 15 Seeman 

280. Directed Study. (1-4) 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

335. Fundamentals of Human Motivation. (4) Description and analysis of fun- 
damental motivational phenomena, with special reference to human problems, includ- 
ing reward and punishment, conflict, anxiety, affection, needs for achievement and 
power, aggression, creativity, and curiosity. P — Psychology 151. 
First Term/10:50-12:05 Beck 

344. Abnormal Psychology. (4) Descriptive analysis of the major types of abnormal 
behavior, with focus on organic, psychological, and cultural causes and major modes of 
therapy. P — Psychology 151. 
Second Term/8:00-9: 15 Schubert 

358. Psychology of Woman. (4) The course has two principal objectives: to provide 
students with a better understanding of the behavior of women by reviewing and 
analyzing research and theory, and to stimulate students to assess their own attitudes 
and beliefs. The course atmosphere is informal but research-oriented. The major 
content areas include biological and evolutionary issues, sex similarities and differences, 
and motivational issues unique to women. P — Psychology 151. 
First Term/12: 15-1:30 Seeman 

467. Neuropsychology and Learning Disabilities. (3) Language, perceptual 
motor, and emotional deficits arising from neurological factors studied in the context of 
brain functioning and information processing and applied to learning disabilities in 
children, in both theoretical and practical terms. P — Permission of the instructor. 
(Taught at the Bowman Gray School of Medicine.) 
First Term/4: 00-5: 15 Wood 

482. Readings and Research in Psychology. (1,2, or 3) 

First Term Hours arranged Staff 

Second Term/Hours arranged Staff 



40 

491, 492, Thesis Research. (1-3, 1-3) Staff 

Religion 

161. World Religions. (4) The place of religion in life and the origin, nature, and 
accomplishments of the living religions of the world, studied from the historical point of 
view. (Meets the basic requirement in religion.) 
First Term/8:00-9: 15 Collins 

171. Meaning and Value in Western Thought. (4) A critical survey of religion and 
philosophy in the Western world from antiquity to modern times. (Meets the basic 
requirement in philosophy or religion; choice determined at registration.) 
First Term/10:50-12:05 Angell and Helm 

176. Theology and Modern Literature. (4) A study of modern literary artists whose 
themes are primarily theological, from Hopkins to Tolkien. (Meets the basic requirement 
in religion.) 
Second Term/10:50-12:05 Wood 

286, 287. Directed Reading. (1-4, 1-4) A project in an area of study not otherwise 
available in the department, permitted upon departmental approval of a petition pre- 
sented by a qualified student. 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

315, 316. Field Research in Biblical Archeology. (4, 4) A study of the religion and 

culture of the ancient Near East through the excavation and interpretation of an ancient 

site. 

Date arranged Horton 

401, 402. Directed Reading. (3,3) Staff 

491, 492. Thesis Research. (3, 3) Staff 

Sociology 

151. Principles of Sociology. (4) General introduction to the field: social organiza- 
tion and disorganization, socialization, culture, social change, and other aspects. 
First Term/12: 15-1:30 Walter 

Second Term/10:50-12:05 Gulley 

205. Photography in the Social Sciences. (4) Explores the use of photography as a 
research technique for the social sciences; camera and darkroom instruction included. 
There is a $60.00 supplies fee; students must have access to a 35mm camera. 
First Term/9:25-10:40 Perricone 

248. Marriage and the Family. (4) The social basis of the family, emphasizing the 

problems growing out of modern conditions and social change. 

Second Term/9:25-10:40 Earle 

305. Male and Female Roles in Society. (4) Changing male and female roles in the 
context of societal institutions and sociological theories that explain such changes. 



41 



Consideration of feminism as a social movement and of consequences of changing roles 

for human interaction. 

Second Term/12: 15-1:30 Harris 

348. Sociology of the Family. (4) The family as a field of sociological study. 
Assessment of significant historical and contemporary writings. An analysis of the 
structure, organization, and function of the family in America. 
First Term/10:50-12:05 Pearson 

Spanish 

153. Intermediate Spanish. (5) A review of grammar and composition, with practice 

in conversation. Reading of selected texts. Class meets daily for two periods, with 

one-half hour of laboratory time. P — Spanish 112, 113, or two years of high school 

Spanish. 

First Term/9:25-10:40 and 12:15-1:30 Bryant 

214S. Introduction to Hispanic Literature. (4) Selected readings in Spanish and 
Spanish American literature. Designed as a substitute for either Spanish 215 or 216. 
P — Spanish 153 or equivalent. 
Second Term/8:00-9: 15 Martin 

Speech Communication and Theatre Arts 

121. Introduction to Theatre. (4) A survey of all areas of theatre arts. Experience in 
laboratory and University Theatre productions. (May be used to satisfy a requirement in 
Division I.) Laboratory: Three hours. 

First Term/9:25-10:40 Wolfe 

Second Term/8:00-9: 15 Staff 

151. Public Speaking I. (4) A study of the nature and fundamentals of speech 
communication. Practice in the preparation and delivery of short speeches. 
First Term/12: 15-1:30 Staff 

Second Term/9:25-10:40 Staff 

161. Voice and Diction. (4) A study of the principles of voice production, with 

emphasis on phonetics as a basis for correct sound formation. 

First Term/10:50-12:05 Shirley 

242. Radio Production.* (2) A study of the basic elements of radio production. 
First Term/9:25-10:50 Burroughs 

243. TV Production.* (2) A study of the basic elements of television production. 
First Term/9:25-10:50 Burroughs 

246. Film Production.* (2) A study of the basic elements of motion picture produc- 
tion. 
First Term/9:25-10:50 Burroughs 

*A student may enroll for 2, 4, or 6 credits. Each two credits will require a minimum of 
twenty-five hours of class/laboratory time. 



42 

282. Individual Study. (4) 

First Term/Hours arranged 
Second Term/Hours arranged 



Staff 
Staff 



283B. Radio Practicum I. (2) Individual projects; includes organizational meetings, 
faculty supervision, and faculty evaluation. (No student may enroll for more than two 
credits per term.) Pass/Fail only. 

First Term/Hours arranged Burroughs 

Second Term/Hours arranged Burroughs 

284B. Radio Practicum II. (2) Individual projects; includes organizational meetings, 
faculty supervision, and faculty evaluation. (No student may enroll for more than two 
credits per term.) Pass/Fail only. 

First Term/Hours arranged Burroughs 

Second Term/Hours arranged Burroughs 

480S. Special Seminar: Debate Theory for the High School. (1) High school 
directors of forensics will participate in the distinguished lecturer series for the High 
School Debate Summer Workshop. Nationally recognized specialists will give seminar 
sessions tailored to the problems of debate at the secondary level. Wake Forest staff will 
provide a seminar session in directing the forensics program. (See special programs.) 
Hours arranged Staff 

481, 482. Readings and Research in Speech Communication and Theatre 
Arts. (3) 

First Term/Hours arranged Staff 

Second Term/Hours arranged Staff 

491, 492. Thesis Research. (3,3) Staff 




The Administration 



43 



Date following name indicates year of appointment. 



James R. Scales (1967) 

B.A., Oklahoma Baptist; MA, Ph.D., Oklahoma; Litt.D.. 
Northern Michigan; LL.D.. Alderson-Broaddus; LL.D . Duke 

Edwin Graves Wilson (1946, 1951) 

B.A., Wake Forest; A.M., Ph.D.. Harvard 



President 



Provost 



Manson Meads (1947, 1963) 

B.A., California, M.D., Sc.D., Temple 

John G. Williard (1958) 



Vice President for Health Affairs and 
Director of the Medical Center 

Vice President and Treasurer 



B.S., North Carolina (Chapel Hill); C.P.A., North Carolina 

Vice President for Development 



G. William Joyner Jr. (1969) 
B.A., Wake Forest 

Russell H. Brantley Jr. (1953) 
B.A., Wake Forest 

Thomas E. Mullen (1957) 

B.A., Rollins; MA, Ph.D.. Emory 

Henry Smith Stroupe (1937) 

B.S., M.A., Wake Forest; Ph.D., Duke 

JohnD. Scarlett (1955, 1979) 

B.A., Catawba; J.D., Harvard 

Edward L. Felton Jr. (1980) 

B.A.. Richmond, B.D.. Southeastern 
Baptist Seminary; M.B A.. DBA., Harvard 

Richard Janeway (1966) 

B.A., Colgate; M.D.. Pennsylvania 

Thomas C. Taylor (1971) 

B.S., M.A., North Carolina (Chapel Hill); 
Ph.D., Louisiana State; C.P.A., North Carolina 

Percival Perry (1939). 1947) 

B.A., Wake Forest; M.A.. Rutgers; Ph.D.. Duke 

David Allen Hills (1960) 

B.A., Kansas; MA, Ph.D., Iowa 

MarkH. Reece (1956) 
B.S., Wake Forest 



LulaM. Leake (1964) 

B.A., Louisiana State; M.R.E.. Southern Baptist Seminary 

Edward R. Cunnings (1974) 

B.S.M., M.Ed., St. Lawrence 

Timothy L. Reese (1978) 

B.A.. Lebanon Valley; M.Ed.. Pennsylvania State 



Assistant to the President and 
Director of Communications 

Dean of the College 

Dean of the Graduate School 

Dean of the School of Law 

Dean of the Babcock Graduate 
School of Management 

Dean of the Bowman Gray 
School of Medicine 

Dean of the School of Business 
and Accountancy 

Dean of the Summer Session 

Coordinator of Student Services 

Dean of Men 

Dean of Women 



Director of Housing and 
Assistant to the Dean of Men 

Director of the College Union 



44 



Edgar D. Christman (1956, 1961) Chaplain 

B.A., J.D.. Wake Forest; B.D.. Southeastern Baptist Seminary; S.T.M.. Union Seminary 



Brian M. Austin (1975) 

BA, Monmouth; M.S.Ed., Ph.D.. Southern Illinois 



Mary Ann H. Taylor (1961, 1978) 
B.S., M.D.. Wake Forest 



Director of the Center for 
Psychological Services 

Director of University Student Health Services 



Ben M. Seelbinder (1959) Director of Records and Institutional Research 

B.A., Mississippi Delta State; M.A., Ph.D.. North Carolina (Chapel Hill) 



Margaret R. Perry (1947) 
B.S., South Carolina 

William G. Starling (1958) 
B.B.A., Wake Forest 

Carlos O. Holder (1969) 
B.B.A., Wake Forest 



Registrar 

Director of Admissions and Financial Aid 

Controller and Assistant Treasurer 



G. Eugene Hooks (1956) Director of Athletics 

B.S., Wake Forest; M.Ed., North Carolina (Chapel Hill); Ed.D., George Peabody 

Dorothy Casey (1949) Director of Women's Athletics 

B.S.. Woman's College. North Carolina; M.A.. North Carolina (Chapel Hill) 



Harold S. Moore (1953) 
B.M.E., Virginia 



Director of the Physical Plant 




.,»il»'"" 



45 

The Summer Faculty 

Date following name indicates year of appointment. 

Ralph D. Amen (1962) Associate Professor of Biology 

B.A.. MA.. Northern Colorado; M.B.S.. Ph.D.. Colorado 

J. William Angell (1955) Professor of Religion 

B.A.. Wake Forest: S.T.M.. Andover-Newton; Th.M.. Ph.D.. Southern Baptist Seminary 

Richard C. Barnett (1961) Professor of History 

B.A.. Wake Forest; M.Ed.. Ph.D.. North Carolina (Chapel Hill) 

Robert C. Beck (1959) Professor of Psychology 

B.A.. Ph.D.. Illinois 

Deborah L. Best (1972. 1978) Assistant Professor of Psychology 

B.A.. M.A.. Wake Forest 

William Thomas Boone (1973) Assistant Professor of Physical Education 

B.S., M.Ed., Northwestern State; Ph.D.. Florida 

David G. Brailow (1979) Visiting Assistant Professor of English 

B.A., Amherst; M.A., Ph.D., Oregon 

David B. Broyles (1966) Associate Professor of Politics 

B.A.. Chicago; B.A., Florida; M.A.. Ph.D., California (Los Angeles) 

Shasta M. Bryant (1966) Professor of Romance Languages 

B.A.. M.A.. Ph.D., North Carolina (Chapel Hill) 

Jerry Martin Burger (1980) Assistant Professor of Psychology 

B.A., M.S., California State (Fresno); Ph.D., Missouri 

Julian C. Burroughs Jr. (1958) Professor of Speech Communication 

B.A.. Wake Forest; M.A.. Ph.D.. Michigan 

Richard D. Carmichael (1971) Professor of Mathematics 

B.S., Wake Forest; M.A., Ph.D.. Duke 

Glenn L. Clark Jr. (1976) Lecturer in Business 

B.S., Ohio State; M.B.A., Kentucky 

John E. Collins (1970) Associate Professor of Religion 

B.S.. M.S., Tennessee; B.D.. Southern Baptist Seminary; Ph.D., Princeton 

Leon P. Cook Jr. (1957) Associate Professor of Accountancy 

B.S., Virginia Polytechnic, M.S., Tennessee; C.P.A.. Arkansas 

Cyclone Covey (1968) Professor of History 

B.A., Ph.D., Stanford 

J. William Dellastatious (1975) Lecturer in Physical Education 

B.S., M.S.Ed., Missouri 

Arun P. Dewasthali (1975) Associate Professor of Business 

B.S.. Bombay; M.S., Ph.D., Delaware 

John R. Earle (1963) Professor of Sociology 

B.A.. Wake Forest; M.A., Ph.D., North Carolina (Chapel Hill) 



46 



Leo Ellison Jr. (1957) Assistant Professor of Physical Education 

B.S., M.S., Northwestern State 

Thomas M. Elmore (1962) Professor of Counseling Psychology 

B.A.. Wake Forest; M.A., George Peabody; Ph.D.. Ohio State 

Andrew V. Ettin (1977) Associate Professor of English 

B.A., Rutgers; M.A., Ph.D., Washington (St. Louis) 

David K. Evans (1966) Associate Professor of Anthropology 

B.S., Tulane; Ph.D., California 

Stephen Ewing (1971) Associate Professor of Business 

B.S., Howard Payne; M.B.A., Baylor; D.B.A., Texas Tech 

Clifford D. Goalstone (1980) Visiting Assistant Professor of Economics 

B.A., Ph.D., Duke 

Ivey C. Gentry (1949) Professor of Mathematics 

B.S., Wake Forest; B.S., New York; M.A., Ph.D.. Duke 

Balkrishna Govind Gokhale (1960) Professor of History and Asian Studies 

B.A., M.A., Ph.D., Bombay 

William H. Gulley (1966) Associate Professor of Sociology 

B.A., M.A.. Ph.D.. North Carolina (Chapel Hill) 

J. Daniel Hammond (1978) Assistant Professor of Economics 

B.A., Wake Forest; Ph.D., Virginia 

Catherine T. Harris (1980) Assistant Professor of Sociology 

B.A., Lenoir-Rhyne; M.A., Duke; Ph.D., Georgia 

Robert M. Helm (1940) Professor of Philosophy 

B.A., Wake Forest; M.A.. Ph.D., Duke 

J. Edwin Hendricks (1961) Professor of History 

B.A., Furman; M.A.. Ph.D., Virginia 

Marcus B. Hester (1963) Professor of Philosophy 

B.A., Wake Forest; Ph.D., Vanderbilt 

William L. Hottinger (1970) Professor of Physical Education 

B.S., Slippery Rock; M.S., Ph.D., Illinois 

Delmer P. Hylton (1949) Professor of Accountancy 

B.S., M.B.A.. Indiana; C.P.A.. Indiana 

Harry L. King Jr. (1960) Professor of Romance Languages 

B.A., Richmond, M.A.. Ph.D., North Carolina (Chapel Hill) 

Lee G. Knight (1979) Instructor in Accountancy 

B.S., Western Kentucky; M.A., Alabama 

John H. Litcher (1973) Associate Professor of Education 

B.S., Winona State; M.A., Ph.D., Minnesota 

Bruce D. MacQueen (1980) Visiting Assistant Professor 

B.A.. Oklahoma; M.A., California (Santa Barbara) Classical Languages 

James C. McDonald (1960) Professor of Biology 

B.A., Washington (St. Louis); M.A.. Ph.D., Missouri 



47 



Milorad R. Margitic (1978) Assistant Professor of Romance Languages 

M.A.. Leiden (Netherlands); Ph.D.. Wayne State 

Gregorio C. Martin (1976) Associate Professor of Romance Languages 

Diplome. Salamanca (Spain); MA.. Ph.D.. Pittsburgh 

George Matthews Jr. (1979) Assistant Professor of Physics 

B.S.. Ph.D.. North Carolina (Chapel Hill) 

J. Gaylord May (1961) Professor of Mathematics 

B.S., Wofford; M.A., Ph.D., Virginia 

W. Graham May (1961) Professor of Mathematics 

B.S.. Wofford; M.A., Ph.D., Virginia 

Joseph O. Milner (1969) Assistant Professor of Education 

B.A.. Davidson; M.A.. Ph.D.. North Carolina (Chapel Hill) 

James O'Flaherty (1947) Professor of German 

B.A.. Georgetown College; M.A.. Kentucky; Ph.D.. Chicago 

Gillian R. Overing (1979) Visiting Assistant Professor of English 

B.A.. Lancashire (England); MA., Ph.D.. SUNY (Buffalo) 

Willie Pearson Jr. (1980) Assistant Professor of Sociology 

B.A.. Wiley; M.A., Atlanta; Ph.D., Southern Illinois 

Philip J. Perricone (1967) Associate Professor of Sociology 

B.S., M.A., Florida, Ph.D.. Kentucky 

Andrew Polk III (1977) Instructor in Art 

B.F.A., Memphis State; M.F.A., Indiana 

Herman J. Preseren (1953) Professor of Education 

B.S., California State (Pennsylvania); M.A., Columbia; Ph.D.. North Carolina (Chapel Hill) 

Gregory D. Pritchard (1968) Professor of Philosophy 

B.A., Oklahoma Baptist; B.D., Southern Baptist Seminary; Ph.D., Columbia 

J. Don Reeves (1967) Professor of Education 

B.A., Mercer; B.D.. Th.M.. Southern Baptist Seminary; Ed.D . Columbia 

Mark R. Reynolds (1979) Instructor in English 

B.A., William and Mary; M.A., Exeter (England) 

Paul M. Ribisl (1973) Professor of Physical Education 

B.S.. Pittsburgh; M.A.. Kent State, Ph.D.. Illinois 

Mariannne A. Schubert (1977) Visiting Assistant Professor of Psychology 

B.A.. Dayton; M.A., PhD., Southern Illinois 

Donald O. Schoonmaker (1965) Associate Professor of Politics 

B.A.. Wake Forest; M.A.. Ph.D.. Princeton 

Dorothy Jean Carter Seeman (1976) Visiting Assistant Professor of Psychology 

B.A., Wake Forest; B.S., Ph.D.. Georgia 

Franklin R. Shirley (1948) Professor of Speech Communication 

B.A.. Georgetown; M.A., Columbia; Ph.D., Florida 

Richard L. Shoemaker (1950) Professor of Romance Languages 

B.A., Colgate; M.A., Syracuse; Ph.D.. Duke 



48 



Robert N. Shorter (1958) 

B.A., Union College; M.A., Ph.D.. Duke 

Carolyn Simmons (1980) 
M.A., Wake Forest 

Michael L. Sinclair (1968) 

B.A., Wake Forest; M.A.. Ph.D.. Stanford 

J. Howell Smith (1965) 

B.A.. Baylor; M.A., Tulane; Ph.D.. Wisconsin 

Cecelia H. Solano (1977) 

B.A., Radcliffe; M.A., Ph.D., Johns Hopkins 

Thomas C. Taylor (1971) 



Professor of English 

Instructor in Psychology 

Associate Professor of History 

Associate Professor of History 

Assistant Professor of Psychology 

Associate Professor of Accountancy 
B.S.. M.A., North Carolina (Chapel Hill); Ph.D., Louisiana State; C.P.A., North Carolina 

Associate Professor of Classical Languages 



Robert W. Ulery Jr. (1971) 
B.A.. M.A.. Ph.D.. Yale 

MarcellusE. Waddill (1962) 

B.A.. Hampden-Sydney; M.A., Ph.D.. Pittsburgh 



Professor of Mathematics 
Assistant Professor of Military Science 



William D. Waller (1978) 

B.B.A.. Campbell; M.S.. Troy State 

James D. Walter (1978) Visiting Assistant Professor of Sociology 

B.A., Kent State; M.A.. Indiana; Ph.D., Ohio State 



Philip L. Washburn 

B.A.. Wake Forest 

William A. Wilson (1977) 
B.A.. M.A., Virginia 

Donald H. Wolfe (1968) 
B.S., M.S., Southern I 

Frank B. Wood (1971) 



inois; Ph.D.. Cornell 



Visiting Instructor in Philosophy 

Instructor in English 

Associate Professor of Theatre Arts 



Adjunct Assistant Professor of Psychology 



B.A., M.A., Wake Forest; M.Div., Southeastern Baptist Seminary; Ph.D.. Duke 



Ralph C. Wood Jr. (1971) 

B.A.. M.A., East Texas State; M.A., Ph.D.. Chicago 



Associate Professor of Religion 



J. Ned Woodall (1969) 

B.A., M.A., Texas; Ph.D., Southern Methodist 



Associate Professor of Anthropology 




to 

a. 
S 
< 
u 

< 

Q 

_i 
O 

2 

> 

LU 
DC 
UJ 
X 
s- 




III 
Jf 1 = 

I i 1 & 

o £ S S 

.a % "3 o a- a. 

> 5 o Q >. u 
; c u . « » 

o ■§ o ai a g 






'-HC^coT*in\dr^odc7\Oi-Hcsico 



Bulletin of 

Wake Forest 
College 

and the School of 
Business and 
Accountancy 

The Undergraduate Schools 
of Wake Forest University 







'-^yy////'' 



1981-1982 



New Series April 1981 Volume 76, Number 3 







Bulletin of 

Wake Forest 
College 

and the School of 
Business and 
Accountancy 

The Undergraduate Schools 
of Wake Forest University 



Announcements for 

1981-1982 



The Bulletin of Wake Forest University is published seven limes annually by the I niverstty at Winston-Salem, North Carolina 

Second class postage paid at Winston-Salem, North Carolina. 

UPS 078-320 

Primed by Winston Printing Company, Winston-Salem, North Carolina 27 1 05 



The Calendar 



Fall Semester 1981 



August 28 

August 30 

August 28-30 

August 31 
September 1 

September 2 

September 8 

September 15 

September 29 

October 16 

October 19 

October 23 

November 26-29 

November 30 

December 1 1 

December 1 2 

December 14—18 

December 1 9 

December 20— 

January 13 



Friday 

Sunday 

Friday- 
Sunday 

Monday, 
Tuesday 

Wednesday 

Tuesday 

Tuesday 

Tuesday 

Friday 

Monday 

Friday 

Thursday- 
Sunday 

Monday 

Friday 

Saturday 

Monday- 
Friday 

Saturday 

Sunday— 
Wednesd. 



Residence halls open at 9 a.m. for first year students 
Residence halls open at 1 a.m. lor transfer students 
Orientation for new students 

Registration for all courses 

Classes begin 
Opening Convocation 
Last day to add courses 
Last day to drop courses 
Fall holiday 
Classes resume 
Midterm grades due 
Thanksgiving recess 

Classes resume 
Classes end 
Examinations 
Examinations 

Examinations end 
Christmas recess 



JANUARY 










1 2 


3 


4 


5 6 7 


8 9 


10 


11 


12 13 14 


15 16 


1/ 


18 


19 20 21 


22 23 24 


25 26 27 28 29 30 31 



MAY 




1 2 


3 4 


5 6 7 


8 9 


10 11 


12 13 14 


15 16 


17 18 


19 20 21 


22 23 


24 25 26 27 28 29 30 


31 







SEPTEMBER 








1 2 


3 


4 


5 


6 7 8 9 


10 


11 


12 


13 14 15 16 


17 


18 


19 


20 21 22 23 24 25 26 


27 28 29 30 









1981 



FEBRUARY 




12 3 4 


5 6 7 


8 9 10 11 


12 13 14 


15 16 17 18 


19 20 21 


22 23 24 25 26 27 28 



JUNE 








1 2 


3 


4 


5 6 


7 8 9 


10 


11 


12 13 


14 15 16 


17 


18 


19 20 


21 22 23 24 25 26 27 


28 29 30 









OCTOBER 


1 2 3 


4 5 6 7 8 9 10 


11 12 13 14 15 16 17 


18 19 20 21 22 23 24 


25 26 27 28 29 30 31 



MARCH 






1 2 3 


4 5 6 


/ 


8 9 10 


11 12 13 


14 


15 16 17 


18 19 20 21 


22 23 24 25 26 27 


28 


29 30 31 







JULY 








1 2 3 


4 


5 6 


7 8 9 10 


11 


12 13 


14 15 16 17 


18 


19 20 21 22 23 24 25 


26 27 28 29 30 31 





NOVEMBER 


12 3 4 5 6 7 


8 9 10 11 12 13 14 


15 16 17 18 19 20 21 


22 23 24 25 26 27 28 


29 30 



APRIL 










1 ? 


3 


4 


5 6 7 


8 9 


10 


11 


12 13 14 


15 16 


1/ 


18 


19 20 21 22 23 24 25 


26 27 28 29 30 







AUGUST 




1 


2 3 4 


5 6 7 


8 


9 10 11 


12 13 14 


15 


16 17 18 


19 20 21 


22 


23 24 25 26 27 28 29 


30 31 







DECEMBER 




12 3 4 


5 


6 7 8 9 10 11 


12 


13 14 15 16 17 18 


19 


20 21 22 23 24 25 26 


27 28 29 30 31 





Spring Semester 1982 



January 


14, 15 


Thursday. 
Friday 


Registration for all courses 


January 


18 


Monday 


Classes begin 


January 


29 


Friday 


Last day to add courses 


February 


4 


Thursday 


Founders' Day Convocation 


February 


12 


Friday 


Last day to drop courses 


March 


12 


Friday 


Midterm grades due 


March 


13-21 


Saturday- 
Sunday 


Spring recess 


March 


22 


Monday 


Classes resume 


April 


30 


Friday 


Classes end 


May 


1 


Saturday 


Examinations 


May 


3, 4 


Monday, 
Tuesday 


Examinations 


May 


5 


Wednesday 


Reading day 


May 


6-8 


Thursday- 
Saturday 


Examinations 


May 


10 


Monday 


Examinations end 


May 


16 


Sunday 


Baccalaureate 


May 


17 


Monday 


Commencement 



JANUARY 


1 2 


3 4 


5 6 7 


8 9 


10 11 


12 13 14 


IS 16 


17 18 


19 20 21 


22 23 


24 25 26 27 28 


29 30 


31 







MAY 




1 


2 3 


4 5 6 


7 8 


9 10 


11 12 13 


14 15 


16 17 


18 19 20 21 22 


23 24 25 26 27 


28 29 


30 31 







SEPTEMBER 








1 2 


3 


4 


5 6 7 


8 9 


10 


11 


12 13 14 


15 16 


17 


18 


19 20 21 


22 23 24 25 


26 27 28 29 30 







1982 



FEBRUARY 








1 2 3 


4 


5 6 


/ 


8 9 10 


11 


12 13 


14 


15 16 17 


18 


19 20 


21 


22 23 24 25 26 27 


28 









JUNE 












1 2 


3 


4 


5 


6 7 


8 9 


10 


11 


1? 


13 14 


lb 16 


17 


IS 


19 


20 21 


22 23 24 25 26 


27 28 29 30 









OCTOBER 


1 


? 


3 4 5 6 7 


8 


9 


10 11 12 13 14 


15 


16 


17 18 19 20 21 


22 23 


24 25 26 27 28 29 


30 


31 







MARCH 




1 2 3 


4 5 6 


7 8 9 10 


11 12 13 


14 15 16 17 


18 19 20 


21 22 23 24 25 26 27 


28 29 30 31 





APRIL 

1 2 
4 5 6 7 8 9 
11 12 13 14 15 16 
18 19 20 21 22 23 
25 26 27 28 29 30 


3 
10 
17 
24 



JULY 






1 2 3 
4 5 6 7 8 9 10 
11 12 13 14 15 16 17 
18 19 20 21 22 23 24 
25 26 27 28 29 30 31 



AUGUST 




12 3 4 5 6 


7 


8 9 10 11 12 13 


14 


15 16 17 18 19 20 21 


22 23 24 25 26 27 


?8 


29 30 31 





NOVEMBER 




12 3 4 


5 6 


7 8 9 10 11 


12 13 


14 15 16 17 18 


19 20 


21 22 23 24 25 26 27 


28 29 30 





DECEMBER 

12 3 4 
5 6 7 8 9 10 11 
12 13 14 15 16 17 18 
19 20 21 22 23 24 25 
26 27 28 29 30 31 



The Bulletin 



The Calendar 2 

The University . . .• 8 

Libraries 9 

Recognition and Accreditation 10 

The Undergraduate Schools 11 

Wake Forest College 12 

Purpose 12 

History and Development 13 

Buildings and Grounds 19 

Student Life 21 

Student Government 21 

College Union 22 

Men's and Women's Residence Councils 22 

Interfraternitv and Intersocietv Councils 23 

Honor Societies and Professional Fraternities 23 

Academic Awards 23 

Intramural Athletics 24 

Intercollegiate Athletics 24 

Religious Activities 25 

Cultural Activities 25 

Educational Planning and Placement 26 

Center for Psvchological Services 26 

Student Health Service 27 

Procedures 28 

Admission 28 

Application 28 

Early Decision 29 

Admission of Handicapped Students 29 

Advanced Placement and CLEP 29 

Admission of Transfer Students 30 

Expenses 30 

Tuition 30 

Room Charges 31 

Food Services 31 

Other Charges 31 

Refunds 32 

Housing 32 

Academic Calendar 33 

Orientation and Advising 33 

Registration 33 

Classification 33 

Class Attendance 34 

Auditing Classes 34 

Dropping a Course 35 



Withdrawal from the College 35 

Examinations 35 

Grading 35 

Grade Reports and Transcripts 37 

Dean's List 37 

Graduation Distinctions 37 

Repetition of Courses 37 

Probation 37 

Requirements for Continuation 38 

Requirements for Readmission 39 

Senior Conditions 39 

Scholarships and Loans 40 

Scholarships 40 

Exchange Scholarships 45 

Loans 45 

Concessions 47 

Other Financial Aid 47 

Special Programs 49 

Honors Study 49 

Open Curriculum 49 

Residential Language Centers 49 

Foreign Area Studies 49 

Study at Salem College 50 

Summer Study 50 

Opportunities for Study Abroad 50 

London 50 

Venice 51 

France 51 

Spain 51 

India 51 

Independent Study 51 

Requirements for Degrees 53 

Degrees Offered 53 

General Requirements 53 

Basic Requirements 54 

Divisional Requirements 54 

Requirement in Physical Education 55 

Proficiency in the Use of English 55 

Completion of Lower Division Requirements 55 

Admission to the Upper Division 56 

Fields of Study in the Upper Division 56 

Maximum Number of Courses in a Department 57 

Double Majors and Joint Majors 57 

Minors 57 

Options for Meeting Major Requirements 57 

Senior Testing 58 



Combined Degrees in the School of Law 58 

Combined Degrees in Medical Sciences 58 

Combined Degrees in Medical Technology 59 

Degrees in the Physician Assistant Program 59 

Degrees in Microbiology 60 

Degrees in Dentistry 60 

Degrees in Engineering 60 

Degrees in Forestry and Environmental Studies 61 

Courses of Instruction 62 

Anthropology 62 

Art 66 

Asian Studies 70 

Biology 71 

Chemistry 75 

Classical Languages 77 

Economics 80 

Education 83 

English 89 

German 93 

History 95 

Humanities 99 

Interdisciplinary Honors 100 

Mathematics 102 

Military Science 106 

Music 107 

Philosophy 112 

Physical Education 115 

Physics 119 

Politics 121 

Psychology 126 

Religion 130 

Romance Languages 135 

Sociology 144 

Speech Communication and Theatre Arts 147 

School of Business and Accountancy 152 

Degrees Conferred 158 

Honor Societies 167 

Enrollment 169 

The Board of Trustees 172 

The Board of Visitors 173 

The Administration 175 

The Undergraduate Faculties 181 

Emeriti 196 

The Committees of the Faculty 198 

Index 203 




Reynolda Hall 



The University 



Wake Forest University is characterized bv its devotion to liberal arts learning and 
professional preparation for men and women, its strong sense of community and 
fellowship, and its encouragement of free inquiry and expression. 

Founded in 1834 bv the Baptist State Convention of North Carolina, the school 
opened its doors to students on February 3 as Wake Forest Institute, with Samuel 
Wait as principal. It was located in the Forest of Wake County, North Carolina, on the 
plantation of Dr. Calvin Jones, near which the Village of Wake Forest later de- 
veloped. 

Rechartered in 1838 as Wake Forest College, it is one of the oldest institutions of 
higher learning in the state. It was exclusively a college of liberal arts for men until 
1894, when the School of Law was established. The School of Medicine, founded in 
1902, offered a two-year medical program until 1941. In that year the School was 
moved from the Town of Wake Forest to Winston-Salem, became associated with the 
North Carolina Baptist Hospital, and was renamed the Bowman Cray School of 
Medicine in honor of the benefactor who made possible the move and expansion to a 
full four-year program. In 1942 Wake Forest admitted women as regular under- 
graduate students. 

A School of Business Administration was established in 1948 and for over two 
decades offered an undergraduate program of study in business. In 1969 the 
undergraduate school was succeeded bv the Department of Business and Accountan- 
cy and the Department of Economics in Wake Forest College; at the same time the 
Babcock Graduate School of Management was established. In 1980 the undergradu- 
ate program in business and accountancy was reconstituted as the undergraduate 
School of Business and Accountancy. The Division of Graduate Studies was estab- 
lished in 1961. It is now organized as the Graduate School and encompasses ad- 
vanced work in the arts and sciences on both the Revnolda and Hawthorne campuses 
in Winston-Salem. The summer session was inaugurated in 1921. 

In 1946 the Trustees of Wake Forest College and the Baptist State Convention of 
North Carolina accepted a proposal bv the Z. Smith Reynolds Foundation to relocate 
the non-medical divisions of the college in Winston-Salem, where the School of 
Medicine was already established. The late Charles H. Babcock and his wife, the late 
Mary Reynolds Babcock, contributed a campus site, and building funds were re- 
ceived from many sources. Between 1952 and 1956 the first fourteen buildings were 
erected in Georgian style on the new Winston-Salem campus. In 1956 the College 
moved all operations, leaving the 122-vear old campus in the Town of Wake Forest to 
the Southeastern Baptist Theological Seminary. 

The decade that followed was the College's most expansive, and in 1967 its 
augmented character was recognized bv the change in name to Wake Forest Uni- 
versity. Today enrollment in all schools of the University stands at over 4,500. 
Governance remains in the hands of the Board of Trustees, and development for 
each of the six schools of the University is augmented bv Boards of Visitors for the 
undergraduate schools and Graduate School, the School of Law, the Graduate 
School of Management, and the School of Medicine. A joint board of University 



Trustees and Trustees of the North Carolina Baptist Hospital is responsible for the 
Medical Center, which includes the hospital and the School of Medicine. Alumni and 
parents' organizations are also active at Wake Forest, and support by the Z. Smith 
Reynolds Foundation and other foundations and corporations is strong and con- 
tinuing. 

Wake Forest's relationship with the Baptist State Convention is an important part 
of the school's heritage. Wake Forest's founders proposed to establish an institution 
that would provide education under Christian influences. The basis for the con- 
tinuing relationship between the University and the Convention is a mutually 
agreed-upon convenant which grows out of a commitment to God and to each other. 
The covenant expresses the Convention's deep interest in Christian higher education 
and the University's desire to serve the denomination as one of its constituencies. 
Wake Forest receives Financial and intangible support from Convention-affiliated 
churches. 

The College, School of Business and Accountancy, Graduate School, School of 
Law, and Graduate School of Management are located on the Reynolda Campus in 
northwest Winston-Salem. The Bowman Gray School of Medicine is about four miles 
away, near the city's downtown on what is known as the Hawthorne Campus. The 
University also offers instruction regularly at Casa Artom in Venice, at Worrell 
House in London, and in other places around the world. 

The College offers courses of study leading to the baccalaureate in thirty-nine 
departments and interdisciplinary areas. The School of Business and Accountancy 
offers courses of study leading to the baccalaureate in business and in accountancy. 
The School of Law offers the Juris Doctor and the Graduate School of Management, 
the Master of Business Administration degree. In addition to the Doctor of Medicine 
degree, the School of Medicine offers through the Graduate School programs 
leading to the Master of Science and Doctor of Philosophy degrees in the basic 
medical sciences. The Graduate School confers the Master of Arts, Master of Arts in 
Education, and Master of Science degrees in the arts and sciences and the Doctor of 
Philosophy degree in biology and chemistry. 

Libraries 

The libraries of Wake Forest University support research in undergraduate educa- 
tion and in each of the disciplines in which a graduate degree is offered. An 
endowment provided by a substantial gift from the Mary Reynolds Babcock Founda- 
tion and another from Nancy Reynolds has been assigned to the sustained expansion 
and development of library resources, especially to support the graduate program. 
The libraries of the University hold membership in the Association of Southeastern 
Research Libraries. 

The library collections total 781,153 volumes. Of these, 594,083 constitute the 
general collection in the Z. Smith Reynolds Library, 78,234 are housed in the School 
of Law, 96,849 in the library of the Bowman Gray School of Medicine, and 1 1 ,982 in a 
relatively new library in the Babcock Graduate School of Management. Subscriptions 
to 9,033 periodicals and serials, largely of scholarly content, are maintained by the 
four libraries of the University. The holdings of the Z. Smith Reynolds Library also 



10 



include 21,214 reels of microfilm, 252,981 pieces of microcards, microprint, and 
microfiche, and 71,492 volumes of United States government publications. 

Special collections cover the works of selected late nineteenth and early twentieth 
century English and American writers, with pertinent critical material, a Mark Twain 
Collection, a Gertrude Stein Collection, and the Ethel Taylor Crittenden Collection 
in Baptist History. The recent acquistion of the Charles H. Babcock Collection of 
Rare and Fine Books represents an important addition to the resources of the Z. 
Smith Reynolds Library. 

The library instructional program includes an orientation workshop in research 
methods, assistance in independent and directed studies, and bibiographic presenta- 
tions as requested by faculty. 



Recognition and Accreditation 

Wake Forest University is a member of the Southern Association of Colleges and 
Schools, the Southern Universities Conference, the Association of American Col- 
leges, the Conference of Southern Graduate Schools, and the Council of Graduate 
Schools in the United States. The University has chapters of the principal national 
social fraternities, professional fraternities, and honor societies, including Phi Beta 
Kappa and Sigma Xi. The Bowman Gray School of Medicine is a member of the 
Association of American Medical Colleges and is on the approved list of the Council 
on Medical Education of the American Medical Association. The program in 
counseling leading to the Master of Arts in Education degree is accredited by the 
National Council for the Accreditation of Teacher Education. 

Wake Forest College was accredited by the Southern Association of Colleges and 
Schools in 1921. The reaccreditation of 1965 included the master's and doctoral 
degree programs in the Division of Graduate Studies. Accreditation was reaffirmed 
in December 1975. 




The Old Campus 



11 



The Undergraduate Schools 



There are two undergraduate schools at Wake Forest University, Wake Forest 
College and the School of Business and Accountancy. The undergraduate schools 
are governed by the Board of Trustees and bv their respective faculties and adminis- 
tration. Responsibility for academic administration is delegated by the President and 
Trustees to the Provost, who is chief academic officer of the University. The Deans of 
the schools are responsible for academic planning and administration for their 
schools. Collaborating with the Dean of Wake Forest College are associate and 
assistant deans and the coordinator of student services. Among officers in the area of 
student services are the deans of men and women, who direct residential, social, and 
cultural life with the assistance of a professional staff; and the directors of the 
University Health Service and the Center for Psychological Services. A complete list 
of administrative offices is found in this bulletin beginning on page 175. In many 
administrative areas responsibility is shared, or advice is given by the faculty commit- 
tees listed at the end of this bulletin. 




The Rare Book Room in Z. Smith Reynolds Library 



12 



Wake Forest College 



Wake Forest College is the undergraduate school of arts and sciences of Wake 
Forest University. It is the center of the University's academic life; through it the 
University carries on the tradition of preparing men and women for personal 
enrichment, enlightened citizenship, and professional life. 

Wake Forest College is a place of meeting. Its teachers and students are of diverse 
backgrounds and interests, and that diversity is crucial to the distinctive character of 
the College. Wake Forest continually examines its educational purpose and evaluates 
its success in fulfilling it. A formal statement of purpose was prepared as part of the 
school's decennial reaccreditation process and was adopted by the Board of Trustees. 

Purpose 

The people who wrote the Statement of Purpose were guided by the history of 
Wake Forest, particularly the history of its expressed and implied objectives. Their 
goal was to articulate the attributes which make Wake Forest distinctive. 

"We believe," they said, "that Wake Forest should be as good an academy as 
possible. We believe that diversity should exist in the faculty, staff, and student body 
and that such diversity is necessary as Wake Forest seeks to meet its educational 
responsibilities, and as a guide to those who must make the decisions which will 
determine the school's character in the future." 

Following is the official statement of purpose of Wake Forest College. 

Statement of Purpose 

Wake Forest is a university entrusted with a vital religious heritage and an 
equally vital tradition of academic freedom. Recognizing the special charac- 
ter of its obligation as an educational institution. Wake Forest assumes the 
responsibility of insuring that the Christian faith will be an integral part of 
the University's common life. The University maintains its historic religious 
perspective through an association with the Baptist churches of North 
Carolina, the visible symbol and ministrv of the campus church, the chap- 
laincy, and the Christian commitment of individuals within the faculty and 
administration. At Wake Forest, those who represent this perspective en- 
gage in a continuing dialogue with those of other views who join with them 
in dedication to teaching and learning. Together thev assume responsibility 
for the integrity of the institution and for its commitment to academic 
excellence. 

In keeping with its belief in the value of community. Wake Forest also 
recognizes an obligation to preserve its atmosphere of mutual respect and of 
openness to diverse interests and concerns. Its religious heritage, which 
continues to find expression in tradition, ritual, and convocation, provides 
unifving and sustaining values beneficial to the whole community. Because 
of its heritage. Wake Forest fosters honesty and good will, and it encourages 
the various academic disciplines to relate their particular subjects to the 
fundamental questions which pertain to all human endeavor. 



13 



Along with the value of community, Wake Forest respects the value of the 
individual, which it expresses through its concern for the education of the 
whole person. In view of this concern, a basic curriculum composed of the 
liberal arts and sciences is essential to the objectives of the College. This 
means that though the usefulness of professional and technical courses is 
acknowledged, it is necessary that such courses be related to a comprehen- 
sive program of humanistic and scientific studies. In particular, this objec- 
tive requires an acceptable level of proficiency in those linguistic and mathe- 
matical skills which are basic to other pursuits. It also calls for a study of the 
major contributions from one or more representative areas within the 
natural sciences, the social sciences, and the humanities, including an ex- 
amination of integrating disciplines such as religion, philosophy, and his- 
tory. Such a course of study, when made an essential part of the total 
offering, prevents the premature specialization which threatens effective 
communication among the disciplines, and it addresses the fundamental as 
well as the vocational needs of the student. Wake Forest expects that all of 
the courses in its curriculum will make significant demands upon the talents 
of the student and will encourage the development of a humane disposition 
and an inquiring spirit. 

History and Development 

Since 1834 Wake Forest College has persevered — sometimes barelv — through 
wars, economic crises, and controversy. In spite of these difficulties, perhaps because 
of them, the College has developed its distinctive pattern of characteristics: tenacity, 
independence, a fierce defense of free inquiry and expression, and a concern that 
knowledge be used responsibly and compassionately. 

That these qualities have often been passed along to Wake Forest's students is 
evident in the lives many have led. That these characteristics have served the school 
well is displayed by its growth from a small sectarian school to one of the nation's 
significant small private universities. 

A brief history of Wake Forest is useful in understanding the University as it is 
today and appreciating the process through which it developed. 

The founding of Wake Forest College in 1834 was one manifestation of the 
intellectual and humanitarian reform movement in North Carolina and the nation 
during the 1830s. The beginnings of the College and the formation of the Baptist 
State Convention of North Carolina were closely interwoven: a leading motive for the 
organization of the Convention was that it serve as an agency for establishing an 
institution that would provide education under Christian influences. 

The leaders in the movement for Convention and College were ministers and 
laymen from diverse backgrounds: Martin Ross, a North Carolinian; Thomas Mere- 
dith, a graduate of the University of Pennsylvania; and Samuel Wait, a graduate of 
Columbian College in Washington, D. C. The inspiration of Ross, the scholarship of 
Meredith, and the leadership of Wait combined to lead the Baptists of North 
Carolina into the formation of the Baptist State Convention on March 26, 1830. Wait 
was appointed as the Convention's agent to explain to churches, associations, and 



14 



others the need for a college to provide "an education in the liberal arts in fields 
requisite for gentlemen." 

For nearly three years Wait traveled over the state in his wagon, speaking to a large 
number of the approximately 15,000 Baptists who lived in the Piedmont and coastal 
counties. Perhaps as many as one-half opposed missions, education, and other 
benevolences, but after two years of educational canvassing Wait reported enough 
sentiment in favor of the program of the Convention to proceed. 

A 600-acre plantation, located sixteen miles north of Raleigh, was purchased from 
Dr. Calvin Jones in 1832 for $2,000, and the North Carolina Legislature was asked to 
grant a charter for a literarv institution based on the manual labor principle. The 
lobbying of opponents, both Baptist and non-Baptist, was effective; only the tie- 
breaking vote of William D. Moseley, speaker of the Senate and a graduate of the 
University of North Carolina, secured passage of the charter-granting bill. It was a 
meager charter, subject to various restrictions and limited to a period of twenty years, 
but the birth of Wake Forest had been achieved. Its subsequent growth would be the 
result of creative adjustments and successful responses to a series of other challenges. 

After his successful three-vear canvass of the state, Samuel Wait was elected 
principal of the new institution. Sixteen students registered on February 3, 1834; 
before the end of the year seventy-two had enrolled. The manual labor principle, 
adopted as a partial means of financing the institution, was abandoned after five 
years, and the school was rechartered in 1838 as Wake Forest College. 

The economic crisis of 1 837 had such an adverse effect that support for the College 
and student enrollment steadilv declined; only a loan of S10.000 from the State 
Literary Fund in 1841 prevented bankruptcy. During these years of arduous strug- 
gle to keep the College alive, President Wait exhausted his physical strength and 
contracted an illness which forced him to resign the presidency in 1845. 

William Hooper succeeded Wait, and the prospects of the College became bright- 
er. Hooper, a grandson of one of North Carolina's three signers of the Declaration of 
Independence, had received his education at the University of North Carolina. As a 
native North Carolinian with family connections extending over several generations, 
he was able to mobilize public opinion in support of the College. 

After Hooper's resignation the Trustees elected to the presidency Professor of 
Mathematicsjohn B. White, a graduate of Brown University. Since the mortgages on 
the physical facilities had been paid during Hooper's tenure, fund raising efforts 
during President White's administration could be concentrated on increasing the 
College endowment. The Trustees authorized a capital campaign and selected as its 
leader Washington Manly Wingate, an 1849 graduate who within a year and a half 
raised approximately $33,000. 

But the temper of the times was unsuited to leadership by a Northerner, and 
President White resigned in 1854. The Trustees chose as his successor Wingate. then 
twenty-six years old and the first alumnus of the College to serve as president. Under 
his vigorous leadership, which spanned nearly three decades, the quality of students 
improved and new faculty members were added. During the first eight years of 
Wingate's administration, sixty-six students graduated — more than half of the total 
graduated during the first twenty-three years in the life of the College. In 1857 
President Wingate launched a campaign to produce an additional endowment of 



15 

$50,000, over one-half of which was raised in a single evening during the 1857 
meeting of the Convention. 

This period of growth and expansion was cut short by the division of the nation in 
1861. The Conscription Act of 1863 did not exempt students, and for three years of 
the Civil War the College suspended operations. The buildings were used briefly for 
a girls' school; after 1863 the Confederate government used College facilities as a 
military hospital. 

Following Sherman's march through the South and Lee's surrender at Appomat- 
tox, a peace of desolation pervaded the region. Supporters of Wake Forest surveyed 
what remained: College buildings, now leaky and in poor repair; approximately' 
$1 1,700 from a pre-war endowment of SI 00,000; the former president and faculty; a 
loyal group of trustees. There was also something else; an indomitable spirit of 
determination that Wake Forest should emerge from the wreck of war and fulfill its 
mission. 

The needs of the College were great and Financial prospects poor, but in Novem- 
ber 1865, barely six months after the end of the war, nine members of the Board of 
Trustees, acting with unwarranted courage, authorized the resumption of classes. 
Wingate was persuaded to resume the presidency, and on January 15, 1866, Fifty-one 
students enrolled. The number increased as the South and its economy slowly 
recovered. 

President Wingate realized that the people of North Carolina had to be awakened 
to the need for education in the renascent south, and that they must be persuaded 
that Wake Forest could help serve that need. To launch this campaign, a Baptist- 
sponsored, statewide educational convention was held in Raleigh, but before funds 
could be collected, the financial crisis of 1873 ended all immediate hope for endow- 
ment. The failure of the 1873-74 fund raising campaign placed the College in a 
precarious position. The triple encumbrances of war, reconstruction, and financial 
panic made it evident that little money could be raised in North Carolina. The 
Committee on Endoyvment of the Board of Trustees appointed James S. Purefoy, a 
local merchant and Baptist minister, as agent to solicit funds in the Northern states 
for continued operation of the College. While serving as treasurer of the Board 
before the yvar, he had salvaged SI 1,700 from the pre-yvar endoyvment of $100,000 
by persuading the Trustees to invest half of the endoyvment in state bonds. After two 
years of unrelenting and often discouraging labor, yvithout remuneration, he placed 
in the hands of the Trustees the sum of S9, 200. 

It was also in the bleak days of financial uncertainty that a Wake Forest student, 
James W. Denmark, proposed and founded the first college student loan fund in the 
United States. A Confederate veteran, Denmark had worked six years to accumulate 
enough money for his oyvn college expenses. Soon after entering Wake Forest in 
1871 he realized that many students had the same great financial need. From his 
meager funds he spent five dollars for post cards and wrote to college presidents 
across the country asking how their loan funds yvere organized. When he found that 
the colleges had none, he enlisted the support of faculty and students at Wake Forest 
and in 1877 persuaded the Legislature to charter the North Carolina Baptist Student 
Loan Fund. Now knoyvn as the James W. Denmark Loan Fund, it is the oldest college 
student loan fund in the United States and has assets of $325,000 to serve the needs 



16 



of students according to the purposes of its founder. 

By the close of President Wingate's second administration in 1879, the College had 
been successfully revived. The endowment had been increased and new construction 
had begun. Perhaps the greatest service President Wingate rendered was bringing to 
the College a faculty of highly qualified scholars who served the College with 
distinction and dedication over manv vears. Among them were Professors William G. 
Simmons (1855-88), William Royall (1859-70; 1880-92), William Bailey Royall 
(1866-1928), Luther Rice Mills (1867-1907), and Charles Elisha Taylor (1870- 
1915), who served as president from 1884 to 1905. Two other scholars who became 
tutors or adjunct professors in the last year of President Wingate's administration 
were also destined to play important roles in the life of the College: Needham Y. 
Gulley, who established the School of Law in 1894 and served as its first dean for 
thirtv-six years, and biologist William Louis Poteat. who served the College for fiftv 
years, twenty-two of them as president. 

The administration of President Thomas Henderson Pritchard. which followed 
that of President Wingate, was brief and served principallv to further Wingate's 
efforts to persuade Baptists and other North Carolinians to improve the deplorable 
condition of education in the state. The second alumnus of the College to serve as 
president, Pritchard was an eloquent speaker whose prominent leadership among 
Baptists increased the patronage of the College and improved its image among its 
constituencv. 

Charles Elisha Tavlor, whom President Wingate had brought to the facultv in 
1880, was elected in 1884 to serve as the sixth president. 

Taylor's administration from 1884 to 1905 brought enrichment of the academic 
program in a variety of ways. Academic departments were increased from eight to 
thirteen, and the size of the facultv more than doubled. Two new schools were added: 
the School of Law in 1 894 and the School of Medicine in 1 902. Progress in other areas 
included the addition of buildings and the landscaping of the campus. Over 400 trees 
were planted, making Magnolia grandiflora almost svnonvmous with the Wake Forest 
campus. 

President Taylor was succeeded bv William Louis Poteat. Affectionatelv known as 
"Doctor Billy" to students during and after his twenty-two year administration, he 
continued to promote the general growth of all areas of College life. Special emphasis 
was placed on development in the sciences, reflecting in part the interests of the 
president and in part the need to enrich the pre-medical training required by the new 
School of Medicine. 

As student enrollment increased from 313 in 1905 to 742 in 1927, there was a 
corresponding increase in the size of the facultv. Registration in religion. English, 
education, and the social sciences required more administrative direction, and a dean 
and a registrar were employed along with a library staff. Propelled by the trend of the 
other colleges in the state. Wake Forest gave more attention to sports and achieved an 
envied reputation in baseball and football. Also notabie during President Poteat's 
administration was the continued growth of the endowment. 

Beyond these significant material advances. President Poteat brought distinction 
in the form of state and national recognition. A devout Christian, an eloquent 
speaker, and an accomplished scholar, he became a national leader in education and 



17 



probably the foremost Baptist lavnian in the state. As a distinguished scientist he was 
among the first to introduce the theory of evolution to his biology classes. The 
Christian commitment in his personal and public life enabled him to defend success- 
fully his views on evolution before the Baptist State Convention in 1922, in a major 
victory for academic freedom that attracted nationwide attention. Through his 
influence and that of Wake Forest alumni who supported his view, the North 
Carolina Legislature refused to follow other Southern states in the passage of 
anti-evolution laws in the 1920s. 

During the administration of Poteat's successor, Francis Pendleton Gaines (1927- 
1930), the academic program continued to improve. In 1930 the Trustees selected 
Thurman D. Kitchin, dean of the medical school, to fill the presidency. Kitchin was a 
member of a family prominent in state and national affairs: one brother, William W. 
Kitchin, had served as governor of North Carolina; another, Claude Kitchin, had 
served as majority leader in the United States House of Representatives. Kitchin's 
twentv-year administration was one of progress in the face of many obstacles — 
Depression, destructive campus fires (one of which destroyed venerable Wait Hall), 
the disruption caused by World War II, and a depleted student body. 

Notable accomplishments during this period were the approval in 1936 of the 
School of Law by the American Bar Association and in 1941 the removal of the 
School of Medicine to Winston-Salem, where it undertook full four-year operation in 
association with the North Carolina Baptist Hospital as the Bowman Gray School of 
Medicine, named after the benefactor whose bequest made expansion possible. 

World War II brought other changes. Although the College was able to remain 
open, enrollment dropped in 1942 to 474. The College met this crisis by modifying its 
centurv-old admissions policy and becoming a coeducational institution that year. In 
the post-war period, enrollment mushroomed with the return of the veterans and 
reached a peak of 1,762 by 1949. Just before World War II a 17,000,000 capital 
expansion campaign for buildings and endowment had been launched by President 
Kitchin. The war forced the postponement of construction, but out of the campaign 
came a proposal which offered another war-ridden Wake Forest an opportunity for 
yet another rebirth. The Z. Smith Reynolds Foundation proposed that up to 
$350,000 a year of its income (an amount which has steadily increased over the years) 
be given in perpetuity to the College, provided that the entire College be relocated in 
Winston-Salem and that other friends of the College provide a campus site and 
buildings. In 1946 the Board of Trustees, the Convention, and the Baptist constit- 
uency of the state accepted the Reynolds proposal. Charles H. Babcock and his wife 
Mary Reynolds Babcock offered a 320-acre tract of their Revnolda estate as a site for 
the new campus. 

To move an institution over 100 years old from its rural setting 1 10 miles to a new 
campus in an urban area required leadership of great vision, determination, and 
youthful vigor. To succeed President Kitchin, who retired on his sixty-fifth birthday, 
the Trustees in 1950 elected to the presidency Harold Wayland Tribble, then 
president of Andover Newton Theological School and a noted Baptist theologian. 
President Tribble immediately began to mobilize alumni and friends of the College, 
and the Baptist State Convention, in support of the great transition. 

In the spring of 1951, William Neal Reynolds and Nancy Reynolds offered an 



18 



anonymous challenge gift of $2,000,000 on condition that the College raise 
$3,000,000 by June 30, 1952. The deadline was extended and the challenge met by 
January 1953. Mr. Reynolds died in September 1951 (the Foundation assumed his 
$ 1 ,500,000 share of the challenge grant) and he willed Wake Forest $ 1 ,000,000, to be 
paid at the time of removal. In recognition of his bequest the new gymnasium was 
named for him. Because of the capital funds received from the Reynolds Founda- 
tion, the Trustees voted that the library be named the Z. Smith Reynolds Library and 
the administration building Revnolda Hall. 

Groundbreaking ceremonies were held in Winston-Salem on October 15, 1951, 
when a crowd of more than 20,000 watched President Harry Truman lift the first 
shovel of dirt to begin construction of the new Wake Forest campus. Between 1951 
and 1956 fourteen buildings were erected; the removal of the College to its new 
home was accomplished in time for the opening of the summer session in 1956. 

During the next eleven vears of President Tribble's administration the College 
experienced many changes. It had revised its curriculum before moving to the new 
campus, offering greater flexibility to students, whose number increased to 3,022. 
The size of the faculty expanded, reducing the student/teacher ratio to fourteen-to- 
one. 

Additional resources came to the College in its new home. In 1954 the will of 
Colonel George Foster Hankins provided over $1,000,000 to be used for scholar- 
ships. In 1956 the Ford Foundation contributed $680,000 to the endowment of the 
undergraduate program and $1,600,000 to the Bowman Gray School of Medicine. 
After the completion of a challenge gift of $3,000,000 offered in 1965, the Founda- 
tion raised its annual contribution to $620,000. The holdings of the University's 
libraries more than tripled, and the Z. Smith Reynolds Library was awarded the 
income from an endowment fund of $4,500,000 contributed by the Mary Reynolds 
Babcock Foundation and Nancy Reynolds. 

Graduate work, first offered in 1866 but suspended during the removal program, 
w-as resumed in 1961 with the establishment of the Division of Graduate Studies. In 
1967, recognizing the augmented resources of the College, the Trustees officially 
changed the institution's name to Wake Forest University. The Division of Graduate 
Studies became the Graduate School and the name Wake Forest College was retained 
as the designation for the undergraduate school. 

After seventeen years of strenuous effort. President Tribble retired in 1967, 
leaving as his lasting memorial the removal of the College from Wake Forest to 
Winston-Salem and its changed status from college to university, with enhanced 
resources and academic distinction. As his successor the Trustees chose James Ralph 
Scales, former president of Oklahoma Baptist University and former dean of arts 
and sciences at Oklahoma State University. Since his administration began there have 
been important new developments. The Guy T. and Clara H. Carswell Scholarship 
Fund, valued at $1,600,000, was established in 1967 toundergird the undergraduate 
college. The new Graduate School of Management in 1969 was named in honor of 
Charles H. Babcock. Through the generosity of the Z. Smith Reynolds Foundation 
and Nancy Reynolds, a building was constructed to house the Babcock School; a 
subsequent gift of $2,000,000 was received from the Mary Reynolds Babcock Foun- 
dation for endowment. The James R. Scales Fine Arts Center was occupied in 1976, 



19 



marking a major phase of the College's growth in comprehensive liberal arts educa- 
tion. An athletic center and additions to the School of Law building, Guy T. Carswell 
Hall, have further expanded the physical resources of the Reynolda Campus. 

Wake Forest has expanded its programs as well as its physical facilities. The 
University offers study for the baccalaureate degree in over thirty areas listed on 
page 00. Exchange programs with local institutions and with universities abroad have 
further expanded the range of choice and opportunity. In addition, Wake Forest 
maintains residential centers in Venice and London for foreign study within the 
College curriculum. 

Further development planned for Scales' administration is in the areas of increas- 
ing endowment for many parts of the University and completing construction of the 
Fine Arts Center with the addition of a music wing. 

Buildings and Grounds 

Wake Forest is situated on approximately 320 acres; its physical plant consists of 
over thirty buildings, most of which are of modified Georgian architecture and 
constructed of Old Virginia brick trimmed in granite and limestone. The Revnolda 
Gardens annex, consisting of about 150 acres and including Revnolda Woods, 
Reynolda Village, and Reynolda Gardens, is adjacent to the campus. Nearby is the 
Graylyn Estate, where there are residential foreign language centers for students. 

Wait Chapel is named in memory of the first president of the College. Its main 
auditorium seats 2,300 and is the home of the Wake Forest Baptist Church; Davis 
Chapel seats 150 and is used by the Church and bv the College for smaller services. 
The Wait Chapel tower contains the Janet Jeffrey Carlile Harris Carillon, an instru- 
ment of fortv-eight bells. Wingale Hall, named in honor of President Washington 
Manly Wingate, houses the Department of Music, the Department of Religion, and 
the offices of the University Chaplaincy and the Wake Forest Baptist Church. 

Reynolda Hall, across the upper plaza from Wait Chapel, is an administration 
building and student center. Most administrative offices for the Reynolda Campus 
are there, along with the College Union, other student activities, and some class- 
rooms. The Z. Smith Reynolds Library houses the main collection of books and docu- 
ments on the Reynolda Campus. Along with six floors of open stacks, having a 
capacity for about 1,000,000 volumes, it has reading and reference rooms for study 
and for some academic offices. 

Winston Hall houses the departments of biology and psychology, Salem Hall, the 
departments of chemistry and physics. Both buiklngs have laboratories as well as 
classrooms and special research facilities. Harold W. Tribble Hall accommodates the 
humanities and social science departments and has a curriculum materials center, an 
honors seminar room, a philosophy library and seminar room, and a larger lecture 
area, DeTamble Auditorium, with an adjacent exhibition gallery. Instruction in busi- 
ness, accountancy, and mathematics is carried out in Charles H. Babeock Hall, which 
also houses the Babeock Graduate School of Management. The School of Law 
occupies Guy T. Carswell Hall. 

The James R. Scales Fine Arts Center is of contemporarv design appropriate to the 
functions of studio art, theatre, and instruction in art history and drama. Off its lobby 



20 



is a large gallery for special exhibitions. In the art wing are spacious studios for 
drawing, painting, sculpture, and printntaking, along with a smaller gallery and 
classrooms. In the theatre wing are design and production areas and two technically 
complete theatres, the larger of traditional proscenium design and the smaller for 
experimental ring productions. The music wing, now under construction, will con- 
tain a concert and lecture hall, classrooms, and practice rooms for individuals and 
groups. 

The William N. Reynolds Gymnasium is equipped with classrooms for instruction in 
physical education, courts for indoor sports, a swimming pool, and offices for the 
Department of Physical Education and for military science. Adjacent are tennis 
courts, sports fields, a track, an Indoor Tennis Center, and the Athletic Center for 
intercollgiate athletics. 

There are live residence halls for undergraduate men: Kitchin House, Poteat House, 
Davis House, Taylor House, and Huffman Hall. For women there are five residence 
halls: Bostunck. Johnson. Babcock, New Dormitory, and Efird Hall. Just off the main 
campus are twelve apartment buildings for faculty and married students. A town 
house apartment building has also been completed. 




The James R. Scales Fine Arts Center 



Student Life 



Student life at the University is designed to offer a wide range of social, cultural, 
religious, and athletic resources to complement academic studies. The University is a 
community, and the sense of community is fostered by rich opportunities for person- 
al growth. 

Student Government has jurisdiction over all undergraduate students. The Col- 
lege Union plans, directs, and funds activities, Men's social fraternities and women's 
societies are governed by the Interfratei nity and Intersocietv Councils respectively. 
A Men's Residence Council and a Women's Residence Council represent all students 
who live on campus. There are chapters of the major honor societies and professional 
societies for qualified students, and a number of academic awards are made by the 
University for distinguished student achievement and service. Intercollegiate athlet- 
ics for men and for women and an intramural sports program are strong, disting- 
uished by tradition and by performance. Religious activities are central to the life of 
the University and, like campus cultural opportunities, are distinctive. The Universi- 
ty offers a number of additional services to students relating to their physical and 
mental health, spiritual growth, and preparation for a meaningful life. 

Student Government 

The executive branch of the Student Government is comprised of the four student 
body officers — president, vice president, secretary, treasurer — and the executive 
advisory committees. Reporting directly to the officers are various committees which 
work on improving service to students. These committees are open to all students 
who wish to serve. 

The Student Legislature is composed of fifty-five student representatives; the vice 
president of the student body serves as speaker. The Legislature represents the 
interests of students in social and academic matters and promotes and funds projects 
of benefit to the student body and the larger community. It oversees disbursement of 
funds to student groups and recommends the chartering of newly formed student 
organizations. Major committees are the Charter Committee, the Student Budget 
Advisory Committee, and the Student Economic Board. 

The Honor Code is an expression of the concern that students be motivated by ideals 
of honor and integrity. It is an integral part of the Student Government as adopted by 
students and approved by the faculty. Its essence is that each student's word can be 
trusted implicitly and that any violation of a student's word is an offense against the 
whole community. The honor system obligates students neither to give nor receive 
aid on any examination, quiz, or other pledge work; to have complete respect for the 
property rights of others; not to make false or deceiving statements regarding 
academic matters to another member of the University community, nor to give false 
testimony or refuse to pay just debts; and to confront any student who has violated 
the honor system and tell him or her that it is his or her responsibility to report 
himself or herself or face the possibility of being reported to the Honor Council. 

The Honor Council consists of ten members — two co-chairmen selected by the 



22 



Honor Council of the previous year plus two representatives from each class. There 
are three non-voting faculty advisers. 

It is the duty of the Honor Council to receive, prefer, investigate, and arrange trial 
proceedings for all charges of violations of the Honor Code. If a student is found 
guiltv of premeditated cheating, he or she is immediately suspended or expelled 
from the University. For convictions of lying, stealing, bad debts, interfering with the 
Honor Council, or other forms of cheating, the maximum penalty is expulsion and 
the minimum penalty is probation. Expulsion is automatic upon conviction for a 
second offense. All actions of the Honor Council are reported in writing to the Dean 
of the College or the Dean of the School of Business and Accountancy. 

Any student convicted of violating the Honor Code is ineligible to represent the 
University in any way until the period of punishment — whether suspension, proba- 
tion, or another form — is completed and the student is returned to good standing. A 
student who has been suspended can be readmitted to the College onlv on the 
approval of the faculty or its Committee on Academic Affairs. During the period of 
suspension the student cannot be certified to another institution as being in good 
standing. 

The Case Referral Panel receives reports on violations of regulations, conducts 
necessary investigations, and draws up specific charges. Certain cases are referred to 
the Director of Housing. Otherwise, where a plea of guilty is entered, the Case 
Referral Panel levies a penalty. If a plea of not guilty or no plea is entered, the case is 
forwarded to the Student Judicial Board. 

The Student Judicial Board is composed of twelve members, at least three men and 
three women, who are elected at large from the student body. It is the duty of the 
Board to receive, prefer, and try all charges of social misconduct and violations of 
University rules and regulations for individual students as well as student organiza- 
tions not covered by the Honor Council, the Director of Housing, or the Traffic 
Appeals Board. A student who violates these regulations or who behaves in such a 
way as to bring reproach upon him/herself or upon the University is subject to 
penalties ranging from verbal reprimand to suspension on the first offense. For 
further offenses, expulsion may occur. 

College Union 

Under the Director of the College Union there are meeting and recreation rooms, 
lounges, offices for student organizations, a coffee house, and an information center. 
The College Union is responsible for scheduling entertainment activities, assisting 
student organizations, and providing supporting equipment and services. The Col- 
lege Union board of directors, representing all undergraduate and graduate stu- 
dents, cooperates with the staff in daily operations and supervises the efforts of a 
large body of student volunteers who develop and present programs which are 
designed to complement academic studies. 

Men's and Women's Residence Councils 

The Men's Residence Council includes all residents and encourages students 
toward a comprehensive concept of education, on the principle that learning is not 



23 



restricted to the classroom but occurs in important ways through interaction with 
fellow students and faculty in residence hall life. Each house has its own officers and 
carries out its own academic, athletic, and social programs to provide students with an 
opportunity to become actively involved in college life. 

The Women's Residence Council is concerned with nuturing a comprehensive 
concept of education. Occasions are provided for discussions and social and sports 
events. The Women's Residence Council officers are elected by students who live in 
the residence halls. 

Interfraternity and Intersociety Councils 

The Interfraternitv Council is the governing body of twelve social fraternities: 
Alpha Phi Alpha, Alpha Sigma Phi, Delta Sigma Phi, Kappa Alpha, Kappa Sigma, 
Lambda Chi Alpha, Omega Psi Phi, Pi Kappa Alpha. Sigma Chi, Sigma Phi Epsilon, 
Sigma Pi, and Theta Chi. The purpose of the council is to maintain a high standard of 
conduct and scholarship. A student must have a C average for the previous semester 
or a cumulative C average to be initiated. Bv order of the faculty, students who are on 
probation for anv reason may not be initiated into any fraternity until the end of their 
probationary period. 

The Intersociety Council is the governing body of six societies for women, in each 
of which membership is selective: Fideles, Lvnks, Sophs. Steps, Strings, and Thymes. 

Honor Societies and Professional Fraternities 

A number of nationally affiliated honor societies have been established: Alpha 
Epsilon Delta (pre-medicine). Beta Beta Beta (biology), Delta Phi Alpha (German), 
Delta Sigma Rho/Tau Kappa Alpha (debate), Eta Sigma Phi (classics), Lambda Alpha 
(anthropology). National Collegiate Players and Anthony Aston Society (drama), 
Omicron Delta Epsilon (economics). Phi Alpha Theta (history), Pershing Rifles and 
Scabbard and Blade (military). Phi Beta Kappa, Omicron Delta Kappa, and Mortar 
Board. There are student sections of the American Institute of Physics and the 
American Chemical Society; professional fraternities include Phi Alpha Delta and 
Phi Delta Phi (law). There are also chapters of the national service fraternities Alpha 
Phi Omega and Circle K, as well as an Accounting Society, the American Marketing 
Association, a Physical Education Club, and a Sociology Club. 

Academic Awards 

The following awards are made annually: the .4. I). Ward Medal for the senior 
making the best address at commencement; they. B. Currin Medal for the best oration 
on the topic "Christ in Modern Life "; the D. A. Brown Prize to the student whose 
writing most merits recognition; the M. D. Phillips Prize to the outstanding senior in 
Greek or Latin; the John }'. Phillips Prize to the outstanding senior in mathematics; the 
H. Broadus Jones Award to the student whose paper shows greatest insight into the 
works of Shakespeare; the Ruth Foster Campbell Award to the student whose ability in 
the Spanish language and spirit of joyful inquiry into Spanish culture have been most 
outstanding; the Forrest W. Clonts Award to the outstanding senior in history; the 



24 



Claud H. Richards Award to the outstanding senior in politics; the John Allen Easley 
Medal to the outstanding senior in religion; the Lura Baker Paden Medal to the 
outstanding senior in business; the Wall Street Journal Medal and a year's subscription 
to the Journal to the outstanding senior in finance; the A.M. Pullen and Company Medal 
to the senior with the highest achievement in accounting; the William E. Speas Award 
to the outstanding senior in physics; the Carolina Award to the major in biology who 
writes the best paper on a subject selected by the national biology society; the Biology 
Research Award to the major in biology who does the best piece of original research; 
the Poteat Award to the student in first year biology who plans to major in biology and 
is judged most outstanding. 

The William C. Archie Award, established by a grant from Mrs. William C. Archie 
and Dr. and Mrs. William C. Archie, Jr., is given each year to the graduating senior 
who, in the opinion of the Dean ol the College and a faculty committee appointed by 
the Dean, has shown most conspicuously a commitment to liberal learning, to 
scholarship, and to the ideals of Wake Forest College. In odd-numbered years the 
Award is presented to a woman student; in even-numbered years it is presented to a 
male student. 

Intramural Athletics 

The intramural program operates under the auspices of the Department of Physical 
Education. It provides a variety of competitive activities for students, faculty, and 
staff. There are sports for male, female, and coed participation. Activities usually 
included in the intramural program are basketball, cross-country, football, golf, 
handball, racketball, soccer, Softball, swimming, tennis, volleyball, water polo, wrest- 
ling, and weight lifting. 

Students occasionally organize club teams for other sports and activities, which are 
not taught or directed by the College, but which are conducted as student organiza- 
tions with the approval of Student Government, These have included rugby, karate, 
ice hockey, field hockey, hiking, rappelling, general conditioning, dance, and syn- 
chronized swimming. Students who are interested in a sport not offered through the 
College may organize themselves and petition the Student Government for approval. 

Intercollegiate Athletics 

Under the Director of Athletics, Wake Forest is a member of the Atlantic Coast 
Conference of the National Collegiate Athletic Association and participates in inter- 
collegiate football, basketball, baseball, golf, tennis, soccer, cross-country, and track. 
Under the military science staff there is also an intercollegiate program in riflery. 

The full scholarship allowed by the National Collegiate Athletic Association covers 
tuition, fees, room, board, and books. Wake Forest offers several special scholarships 
and awards: the Brian Piccolo Award for the football player judged bv the coaching 
staff to best exemplify the qualities of Brian Piccolo during the annual North 
Carolina game; the Brian Piccolo Scholarship for the Chicago-area high school football 
player entering Wake Forest who best exemplifies the qualities of Brian Piccolo; the 
Arnold Palmer Award for the Wake Forest Athlete of the Year, as judged by the 
Monogram Club; the Buddy Worsham Scholarship for one golfer or more; the John R. 
Knott Scholarship for one golfer or more. 



25 

Under the Director of Women's Athletics, Wake Forest is a member of the Associa- 
tion of Intercollegiate Athletics for Women and participates in basketball, field 
hockey, golf, tennis, volleyball, and cross-country. 

The full scholarship allowed bv the Association of Intercollegiate Athletics for 
Women covers tuition, fees, room, and board. Wake Forest offers scholarships for 
women in golf, tennis, basketball, volleyball, and cross-country. 

Religious Activities 

The Campus Ministry provides a variety of religious activities, including Thursday 
morning worship in Davis Chapel. In addition to seasonal celebrations throughout 
the liturgical year, there are retreats, Bible-studv and discussion groups, and both 
independent and church-related social service in the larger community. Baptist, 
Catholic, Episcopal, and Methodist chaplains represent their faiths and participate 
jointly in sponsoring activities. Wake Forest Baptist Church meets for weekly worship 
in Wait Chapel and embraces students, faculty, and members of the larger communi- 
ty. Membership is open without restriction to all who seek its ministry. 

The Ecumenical Institute sponsors lectures, colloquia, and publications which 
foster dialogue among clergy and lay members of Catholic, Jewish, and Protestant 
faiths. Most are open to students and to others in the community. 

Cultural Activities 

The University Theatre presents four major productions and several lab plays 
annually, employing faculty, student, and visiting professional directors. Each year 
the College L'nion, with the assistance of the University Theatre, sponsors a musical 
dinner theatre, directed and performed by students. WFDD-FM broadcasts year- 
round to the campus and Piedmont North Carolina as an affiliate of National Public 
Radio. In addition to student announcers, producers, and technicians, it has a small 
professional staff. Intercollegiate debate at Wake Forest has a long record of excel- 
lence, and the College hosts two annual debate tournaments, the Novice and the 
Dixie Classic. 

Student publications include Old Gold and Black, a weekly newspaper; The Student, a 
literary magazine; and The Howler, the yearbook. Challenge is a student-initiated 
biennial symposium on contemporary affairs which attracts major speakers around a 
central theme of national importance. In addition, the College Union sponsors a 
major speaker series throughout the academic year, and departments in the College 
engage specialists for other series. The Institute of Literature is a program of writers, 
critics, and scholars in English, classical languages. German, and Romance lan- 
guages. The Hester Philosophy Seminar is an annual colloquium devoted to the major 
problems of philosophy and their impact on the Christian faith and is a joint 
undertaking of the Department of Philosophy and the Ecumenical Institute. The 
Robinson Lectures are held biennially and are administered bv the Department of 
Religion. The Department of Psychology sponsors a colloquium series throughout 
the academic year. 

Student musicians perform for academic credit in the Choral Union, the Concert 



26 



Choir, the Opera Workshop, the University Symphony, the Demon Deacon March- 
ing Band, the Symphonic Wind Ensemble, the Concert Band, the Varsity Pep Band, 
two Jazz Ensembles, the Percussion Ensemble, the Woodwind Quintet, and the Brass 
Quintet. 

Under the Director of Concerts, major concerts in the Artists Series are performed 
in Wait Chapel bv orchestras and artists from around the world. Visiting dance 
soloists and companies are scheduled in the James R. Scales Fine Arts Center, and 
recitals are played bv both students and guest carillonneurs on the Janet Jeffrey 
Carlile Harris Carillon. Students in the Chapel Bell Guild plav English handbells for 
convocations and services in Wait Chapel. The Department of Music sponsors 
performances bv faculty members, students, and visiting artists in most areas of 
applied music instruction. 

All concerts are open to students and to others in the community. 

In addition to studio instruction in the Department of Art, visiting painters, 
sculptors, and printmakers teach on campus and at the nearbv Southeastern Center 
for Contemporary Art. sponsored jointly by the University and the Center. Revnolda 
House has a regular program of instruction in art history related to its special 
collection in American art. The College Union has an expanding collection of 
contemporary works of art, under student administration and exhibited in Revnolda 
Hall and elsewhere on campus. The T.J. Simmons Collection of paintings, etchings, 
lithographs, and sculpture is also distributed for permanent campus display. An 
active group of student photographers exhibits its own work and that of professional 
photographers in the gallery adjacent to DeTamble Auditorium. Cultural resources 
in the community, in addition to Revnolda House and the Southeastern Center for 
Contemporary Art, include the historic restored Moravian village of Old Salem, the 
Museum of Early Southern Decorative Arts, the North Carolina School of the Arts 
and its associated professional performing companies in theatre, dance, and music, 
and the Winston-Salem Symphony and Chorale. Folk art. professional art. and crafts 
fairs are frequent. 

Educational Planning and Placement 

The Office for Educational Planning and Placement (Room 7 Revnolda Hall) 
offers counseling and consultation over the entire range of educational planning. 
Assistance is available in the choice of an academic major and in approaching other 
decisions that relate to professional or career commitments. Undergraduate and 
graduate students are invited to take advantage of these services. The office provides 
extensive library resources for use bv students involved in the planning and place- 
ment activities. Interviews with potential employers may be arranged through the 
office. 



Center for Psychological Services 

Located in Revnolda Hall, the Center for Psychological Services offers psycho- 
logical counseling, testing, and research services to the University community. 



Student Health Service 

The Student Health Service is located in Kitchin House and provides primary care 
services, including general health maintenance, diagnostic and treatment proce- 
dures, and referral to specialists. It is open when residence halls are in operation and 
requires a health information questionnaire on file for all students. The services of 
the clinical staff are covered by tuition; there are additional charges for injections, 
medications, laboratory tests, special physical examinations, and bed care. 




" ^ U_J 



Director of Minority Affairs, Larry L. Palmer, talks with a student. 



28 

Procedures 



All students are responsible for familiarizing themselves with the portions of this bulletin 
which pertain to their course of study. Statements concerning courses and expenses are not to be 
regarded as irrevocable contracts between the student and the institution.The University reserves 
the right to change the schedule of classes and the cost of instruction at any time within the 
student's term of residence. 

Admission 

Candidates for admission must furnish evidence of maturity and educational 
achievement. The Committee on Admissions carefully considers the applicant's 
academic records, scores on tests, and evidence of character, motivation, goals, and 
general fitness for study in the College. The secondary school program of the 
applicant must establish a commitment to the kind of broad liberal education re- 
flected in the academic requirements of the College. 

Admission as a freshman normally requires graduation from an accredited secon- 
dary school with a minimum of sixteen units of high school credit. These should 
include four units in English, three in mathematics, two in history and social studies, 
two in a single foreign language, and one in the natural sciences. An applicant who 
presents at least twelve units of differently distributed college preparatory study can 
be considered. A limited number of applicants may be admitted without the high 
school diploma, with particular attention given to ability, maturity, and motivation. 

All persons admitted are required to submit a health history, along with the results 
of a physical examination and certain laboratory tests to the Director of Student 
Health Service. If a person who has been accepted but has not yet enrolled has or 
develops a health problem which, in the judgment of the Director of the Health 
Service, creates a danger to the safety and well-being of the student or others, that 
person may be required to delay matriculation until the problem is resolved. 

Application 

An application is secured from the Office of Admissions in person or by mail 
(7305 Reynolda Station, Winston-Salem, North Carolina 27109). It should be com- 
pleted and returned to that office, if possible no later than February 1 for the fall 
semester. Most admissions decisions for the fall semester are made by March 1, with 
prompt notification of applicants. For the spring semester application should be 
completed and returned, if possible no later than October 15. Except in emergency 
the final date for applying for the fall semester is August 5 and for the spring 
semester January 1 . Application on this last-date basis is primarily for non-residential 
students. 

The admission application requires records and recommendations directly from 
secondary school officials. It also requires test scores, preferably from the senior 
year, on the Scholastic Aptitude Test of the College Entrance Examination Board. 
An accompanying Achievement Test is optional. A $20 fee to cover the cost of 
processing must accompany an application. It cannot be applied to later charges for 



29 

accepted students or refunded for others. The University reserves the right to reject any 
application without explanation. 

A $200 admission deposit is required of all students accepted and must be sent to 
the Office of Admissions no later than three weeks following notice of acceptance. It 
is credited toward first semester fees and is refunded in the event of cancellation of 
application by the student, provided written request for refund is received by the 
Office of Admissions no later than May 1 for the fall semester or November I for the 
spring semester. (Students notified of acceptance after May 1 for the fall semester or 
November 1 for the spring semester should make the admission deposit within two 
weeks of notification.) Deposits made after May 1 and November 1 are not refund- 
able. Failure to make the admission deposit is taken as cancellation of application by 
the student. No deposit is required for summer session enrollment. 

Early Decision 

An Early Decision plan is available to well qualified high school students who 
decide by the close of their junior vear that their first college choice is Wake Forest. 
An Early Decision agreement is required with the application, which is sent to the 
Office of Admissions after completion of the junior year or by late October of the 
senior year. Along with high school record, recommendations, and scores on the 
Scholastic Aptitude Test, at least one Achievement Test, especially in English com- 
position, is strongly recommended. 

Early Decision applicants are notified of acceptance no later than November 1 for 
the fall semester, and the admission deposit is required by [anuary 1 . Applicants not 
admitted are asked to submit a senior year Scholastic Aptitude Test score and first 
semester senior vear grade record, or are advised co applv elsewhere. 

Admission of Handicapped Students 

Wake Forest College will consider the application of any student on the basis of his 
or her personal and academic merit, regardless of physical handicap. Though the 
campus has several levels, a system of ramps and elevators makes all its programs 
available to those in wheelchairs or with limited mobility. The University will gladly 
assist handicapped students in making arrangements to meet special needs. Students 
who seek further information should consult the Admissions Office or the Univer- 
sity's Office of Equal Opportunity. 

Advanced Placement and CLEP 

Advanced Placement credit for college level work done in high school is available 
on the basis of the Advanced Placement Examination of the College Entrance 
Examination Board and supplementary information. Especially well-qualified appli- 
cants for advanced standing may also be exempted from some basic and divisional 
courses with credit on the authorization of the department concerned. Credit by 
advanced standing is treated in the same manner as credit transferred from another 
college. 

Under certain conditions especially well prepared applicants may be granted 



30 

limited college credit through the subject tests of the College Level Examination 
Program (CLEP) of the Educational Testing service. Such credit may be assigned 
with the approval of the department concerned or the Dean of the School of Business 
and Accountancy. 

Admission of Transfer Students 

The number of transfer students who can be admitted each year depends upon the 
availability of space in the freshman (second semester), sophomore, and junior 
classes. An applicant for admission who has attended another college must be a 
graduate of a standard junior college or furnish a certificate of honorable dismissal 
stating eligibility in all respects to enter the college last attended, and must have an 
overall average of at least C on all college work attempted. A student who is admitted 
from another college before fully meeting the prescribed admissions requirements 
for entering freshmen must remove the entrance conditions during the first year at 
Wake Forest. 

The writing of transfer students is checked during the orientation period each 
semester, and students whose writing is deficient are given a composition condition. For 
removal of a composition condition the student is required to take English 1 1 during 
the first semester for which he or she registers following the assignment of the cc. 
Removal of the deficiency is prerequisite to graduation. 

Courses satisfactorily completed in other accredited colleges are accepted subject 
to faculty approval. In general, no credit is allowed for courses not found in the Wake 
Forest curriculum. The minimum residence requirement for a baccalaureate degree 
is two academic years, the senior and one other. 

Expenses 

Statements concerning expenses are not to be regarded as forming an irrevocable contract 
between the student and the University. The costs of instruction and other services outlined 
herein are those in effect on the date of publication of this bulletin, and the I 'niversity reserves the 
right to change without notice the cost of instruction and other services at any time. 

An admission deposit of $200, which is applied toward tuition and fees for the 
semester for which the student has been accepted, is required to complete admission. 
Charges are due in full on August 1 for the fall semester and December 15 for the 
spring semester. Facultv regulations require that student accounts be settled in full 
before the student is entitled to receive a grade report, transcript, or diploma, or to 
register for the following semester or term. 

Tuition 

Per Semester Per Year 

Full-Time (twelve or more credits) $2,050 $4,100 

Part-Time $125 per credit 

Students enrolled in the College or in the School of Business and Accountancv for 
full-time residence credit are entitled to full privileges regarding libraries, laborato- 
ries, athletic contests, concerts, publications, the College Union, the Universitv 



3] 

Theatre, and the Health Service. Part-time students are entitled to the use of the 
libraries and laboratories but not to the other privileges mentioned above. They may 
secure a part-time student ID card, admissions to games and concerts, and publica- 
tions by paying an activity fee of $70 per semester. 

Room Charges 

Per Semester Per Year 

Double occupancy $305-$320 $610-$640 

Most rooms available for first year students are 1305 per semester for men and 
S320 for women. Other room rentals range from $265 to $405. 

Food Services 

A cafeteria, soda shop, and table service dining room are located in Reynolda Hall. 
Board plans are available for $750, $900, $ 1 ,050, and $ 1 ,200 per year. The format of 
these plans is a credit card system in which the student is charged only for the amount 
of food purchased at the time it is purchased. The plan mav be used at any University 
Food Services facility , and it allows a great deal of flexibility for eating off campus. 

Freshmen living in dormitories are required to participate iti one of the board plans. 

Other Charges 

Admission application fee of $20 is required with each application for admission to 
cover the cost of processing and is non-refundable. 

Admission deposit of $200 is required of each student entering for the first time or 
returning after a period of non-attendance and must be sent to the Director of 
Admissions within three weeks after acceptance for admission or readmission. The 
deposit is credited to the student's charges for the semester for which he or she has 
been accepted for admission. It is refunded if the Director of Admissions is notified 
in writing prior to Mav 1 for the fall semester and November 1 for the spring 
semester of cancellation of plans to enter the College. 

Applied music fees are required in addition to tuition for students enrolling for indi- 
vidual class study in applied music in the Department of Music and are payable in the 
Office of the Treasurer. The fee for one credit hour of instruction per semester is 
$75 and for two credit hours per semester is $120. Practice fees are $15 or $18 for 
organ practice, $7 or $10 for piano practice, and $5 or $7 for other instrument 
practice for one or two hours a daw 

Graduation fee of $25 is required of all students who are candidates for degrees. 

Hospital bed and board charges are made when the student is confined to the Student 
Health Service, at a rate of S40.50 per day. An additional charge is made for special 
services and expensive drugs. Students must have hospital insurance. A group plan is 
available through the university for those not covered by a family plan. The student 
insurance premium is usually under $140 per year. A $2.00 charge is added to 
overdue bills. 

Key deposit of $5 is required for each kev issued to a residence hall room and is 
refunded when the kev is returned. 



32 

Late registration fee of $10 is charged to students registering after the dates set by the 
faculty. 

Library fines are charged for lost books and for violation of other library regulations 
and are payable in the library. 

,4 tuition deposit of $200 is required, at a date set by the Office of the Treasurer, of 
students enrolled in the spring semester who expect to return for the fall semester. It 
is credited to the student's University charges and is refunded if the Treasurer is 
notified in writing prior to June 1 that the student will not return. 

Room change fee of $5 is charged for authorized room changes made after February 
15 in the spring semester. The fine is S20 for any unauthorized change. 

Special examination fee of $2.50 is required for each examination taken to remove a 
course condition. 

Student apartment rental is payable at $120 per month. 

Motor vehicle registration and traffic fines are $40 and $5 to $10, respectively. All 
students operating a vehicle on campus (including student apartments and the 
Graylyn Estate) must register vehicles they are operating day or night, whether or not 
owned by the operator. All vehicle registrations must be completed within twenty- 
four hours from the first time the vehicle is brought to campus. Fines are assessed 
against students violating parking regulations, copies of which are obtainable from 
the University Public Safety Office. Proof of ownership must be presented when 
applying for vehicle registration. 

Transcripts of a student's record are issued at a cost of $2 each. 

Refunds 

During the academic year, all students, full- and part-time, receive tuition refunds 
according to the following schedule. This policy applies to students dropping courses 
as well as those withdrawing. Withdrawals must be official and students must return 
their ID cards before claiming refunds. There is no refund of room rent. 

Number of Weeks Percentage of Total Tuition 

Attendance to be Refunded 

1 Total Tuition Less $100 

2 75 percent 

3 50 percent 

4 25 percent 

Housing 

All unmarried freshmen students are required to live in residence halls, except ( 1 ) 
when permission is granted by the Dean of Men or the Dean of Women for the 
student to live with parents or a relative in the Winston-Salem area or (2) by special 
arrangement when space is not available on campus or (3) if the student has lost 
residence hall space because of a room contract violation. Married students are not 
usually allowed to live in residence halls except when permitted by the Dean of Men 
or the Dean of Women. Residence halls are supervised by the Director of Housing, 
the Directors of Residence Life, head residents, and assistants under the direction of 



33 

the Dean of Men and the Dean of Women. 

The following charges per year apply for each student in the residence halls: in 
Kitchin House, Poteat House, Davis House, Taylor House, Huffman Hall, and Efird 
Hall, $490 for triple rooms, $530 for small double rooms, $610 for large double 
rooms, and $760 for single rooms; in Johnson and Bostwick Residence Halls, $640 
for double rooms and $770 for single rooms; in Babcock Residence Hall, $730 for 
double rooms and $810 for single rooms; in New Dormitory, $810 for double rooms; 
in each of four town house apartments, $810 per occupant; at Graylyn Estate, $810 
per occupant. For each of the fifty-six married student apartments the charge is $120 
per month. 

Academic Calendar 

The academic calendar of the College and the School of Business and Accountancy 
includes a fall semester ending before Christmas, a spring semester beginning in 
January and ending in May, and two five-week summer sessions. Semesters usually 
last fifteen weeks. 

Orientation and Advising 

A three-day orientation period for new students in the College precedes registra- 
tion for the fall semester. An academic adviser who is either a member of the faculty 
or an upperclassman in the peer-advising program provides guidance during and 
between registration periods throughout the student's freshman and sophomore 
years. Advisers meet with students both individually and in small groups. Students 
are encouraged to take the initiative in arranging additional meetings at any time 
they feel a need for advice or other assistance. The adviser suggests and approves 
courses of instruction until the student declares a major in a field of study at the end 
of the sophomore year. At that time a new adviser is assigned from the department or 
departments concerned. 

Registration 

A two-day registration period for all students in the College and the School of 
Business and Accountancy opens the fall semester and the spring semester. Registra- 
tion involves ( 1) payment of all tuition and fees in full to the Treasurer, (2) obtaining 
a summary of prior record from the Registrar, (3) consultation with the academic 
adviser, (4) sectioning of classes by departmental representatives, and (5) verification 
of registration cards with class schedules by the Registrar. 

Classification 

Classification of students by class standing and as full-time or part-time is calcu- 
lated in terms of credits. Most courses in the College and the School of Business and 
Accountancy have a value of four credits, but others vary from one credit to five. The 
normal load for a full-time student is eighteen credits per semester; a slightly heavier 
load is permitted under certain circumstances. Twelve credits per semester consti- 
tute minimum full-time registration. (Recipients of North Carolina Legislative Tui- 



34 

tion Grants must be enrolled for at least fourteen credits each semester — bv the tenth 
day of classes. Recipients of veteran benefits, grants from state government, and 
other governmental aid must meet the guidelines of the appropriate agencies.) A 
student may not register for fewer than twelve credits without specific permission 
from the Committee on Academic Affairs to register as a part-time student. 

A full-time student in the fall semester of any year may not be a part-time student 
in the spring semester immediately following. Any student who petitions for part- 
time status within the semester in which he or she wishes to gain such status is not 
eligible for a tuition refund. 

The requirements for classification after the freshman year are as follows: sopho- 
more — the removal of all entrance conditions and the completion of not fewer than 
twenty-nine credits toward a degree, with a minimum of fifty-eight grade points; 
junior — the completion of not fewer than sixty credits toward a degree, with a 
minimum of 120 grade points; senior — not fewer than 108 credits toward a degree, 
with a minimum of 216 grade points. 

Class Attendance 

Attendance regulations place the responsibility for class attendance on the student, 
who is expected to attend classes regularly and punctually. One of the most vital 
aspects of the residential college experience is attendance in the classrooms; its value 
cannot be fully measured by testing procedures alone. Students are considered 
sufficiently mature to appreciate the necessity of regular attendance, to accept this 
personal responsibility, to demonstrate the self-discipline essential for such perform- 
ance, and to recognize and accept the consequences of failure to attend. The instruc- 
tor is privileged to refer to the Dean of the College or the Dean of the School of 
Business and Accountancy, as appropriate, for suitable action students who are 
deemed to be causing their work or that of the class to suffer because of absence or 
lateness. Any student who does not attend classes regularly or who demonstrates 
other evidence of academic irresponsibility is subject to such disciplinary action as the 
Committee on Academic Affairs may prescribe, including immediate suspension 
from the College or the School of Business and Accountancy. 

The Office of the Dean of the College maintains a list of students who have been 
absent from class because of illness certified bv the Student Health Service, because 
of other extenuating circumstances, or as authorized representatives of the college 
whose names have been submitted by appropriate officials forty-eight hours in 
advance of the hour when the absences are to begin. Such absences are considered 
excused and a record of them is available to the student's instructor upon request. 
The instructor determines whether work missed can be made up. 

Auditing Courses 

When space is available after the registration of regularly enrolled students, others 
may request permission of the instructor to enter the course as auditors. No addition- 
al charge is made to full-time students in the College or in the School of Business and 
Accountancy; for others the fee is $60 per course, and permission of the appropriate 
dean, as well as that of the instructor, is required. An auditor is subject to attendance 



35 

regulations and to other conditions imposed by the instructor. Although an auditor 
receives no credit, a notation of audit is made on the final grade report and entered on 
the record of regularly enrolled students who have met the instructor's require- 
ments. An audit course may not be changed to a credit course, and a credit course 
may not be changed to an audit course. 

Dropping a Course 

The last day in each term for dropping a class without a grade of F is listed in the 
calendar in the front of this catalog. A student who wishes to drop anv course before 
this date must consult the Registrar and his or her faculty adviser. After this date, the 
student who wishes to drop a course must consult his or her faculty adviser, the 
course instructor, and the Dean of the College or the Dean of the School of Business 
and Accountancy as appropriate. If the Dean approves the request, he authorizes the 
student to discontinue the course. Except in the case of an emergency, the grade in 
the course will be recorded as F. 

If, at anv time, a student shall drop any course without prior, written approval of 
the appropriate dean, the student will be subject to academic probation for the 
following semester or to such other penalities as the Committee on Academic Affairs 
of the faculty may impose. 

Withdrawal from the College 

A student who finds it necessary to withdraw from the College or the School of 
Business and Accountancy must do so through the office of the appropriate dean. 
With the approval of the Dean of the College or the Dean of the School of Business 
and Accountancy, no grades are recorded for the student for that semester, but the 
student's standing in courses at the time of withdrawal is taken into consideration 
when readmission is sought. If withdrawal is for academic reasons, failing grades 
may be assigned in all courses in which the student is doing unsatisfactory work. A 
student who leaves the College or the School of Business and Accountancy without 
officially withdrawing is assigned failing grades in all current courses, and the 
unofficial withdrawal is recorded. 

Examinations 

Final examinations are given at regularly scheduled times. All examinations are 
conducted in accordance with the honor system adopted by the student body and 
approved by the faculty. Under it the student is expected to refrain from unfairness 
in any form and to report to the Honor Council any student he or she knows to be 
cheating. Examinations are turned in with a signed statement that no aid has been 
given or received. 

Grading 

For most courses carrying undergraduate credit there are five final and two 
conditional grades: A (exceptionally high achievement), B (superior), C (satisfactory), D 
(passing but unsatisfactory), E (conditional failure), F (failure), and I (incomplete). 



36 



Grade of E. The grade of E entitles the student to reexamination at any regular 
examination period within a year, or during the first week of the fall semester. A 
permit for reexamination must be obtained in advance from the Registrar, and no 
grade higher than D may be assigned as a result of reexamination. A student who 
does not remove a conditional failure by reexamination must repeat the course to 
obtain credit for it. 

Grade of I. The grade of I may be assigned only when because of illness or some 
other emergency a student does not complete the work of the course. If the work 
recorded as I is not completed within thirty days after the student enters for his or her 
next semester, the grade automatically becomes F. The instructor must report the 
final grade to the Registrar within forty-five days after the beginning of that 
semester. 

Grade Points. Grades are assigned grade points for the computation of academic 
averages, class standing, and eligibility for continuation, as follows: for each credit of 
A. four points; for each credit of B, three points; for each credit of C, two points; for 
each credit of D, one point; for each credit of E or F, no points. 

Pass/Fail. To encourage students to venture into fields outside their major areas of 
competence and concentration, the undergraduate schools make available the op- 
tion, under certain conditions, of registering in courses on a Pass/Fail basis rather 
than for a letter grade. Courses taken under the Pass/Fail option yield full credit 
when satisfactorily completed, but whether passed or not thev are not computed in 
the grade point average. 

A student mav count toward the degree no more than twentv-four credits taken on 
a Pass/Fail basis. Freshmen and sophomores are not eligible to elect the Pass/Fail 
mode, but may enroll for courses offered on a Pass/Fail basis only. A student may 
during the junior and senior years only elect up to a total of sixteen credits on a 
Pass/Fail basis, but no more than five credits in a given semester. Courses used to 
fulfill basic, divisional, or major requirements may not be taken on a Pass/Fail basis 
unless thev are offered only on that basis. Courses in the major(s) not used for 
satisfying major requirements mav be taken on a Pass/Fail basis only if the depart- 
ment of the major does not specify otherwise. 




Groves Stadium 



37 

Grade Reports and Transcripts 

A mid-term report and a final report of grades are issued to students by the 
Registrar in the fall and spring semesters. A final report of grades is issued for each 
summer term. 

Copies of a student's cumulative record are issued by the Registrar, but only on the 
written authorization of the student and payment of $2 per transcript. 

Dean's List 

The Dean's List is issued at the end of the fall and spring semesters. It includes all 
full-time students in the College and the School of Business and Accountancy who 
have a grade point average of 3.0 or better for the semester and who have earned no 
grade below C during the semester. 

Graduation Distinctions 

Graduation distinctions are determined by the grade point system. A degree 
candidate with a total ayerage of not less than 3.80 for all courses attempted is 
graduated with the distinction summa cum laude. A candidate with a total average of 
not less than 3.50 for all courses attempted is graduated with the distinction magna 
cum laude. A candidate with a total average of not less than 3.00 for all courses 
attempted is graduated with the distinction cum laude. Particular conditions apply to 
students transferring from other colleges or participating in combined degree pro- 
grams. Details are available in the Office of the Registrar. 

Repetition of Courses 

A student may not repeat for credit a course for which he or she has already 
received a grade of C or higher. (When a student repeats a course previously passed, 
he may not earn additional credit for that course. Both grades, however, will be 
considered in calculating the student's grade point average.) 

Probation 

A student is responsible at all times for knowing his or her academic standing. Any 
student who at the end of the fall semester does not have the grade average normally 
required for continuation at the end of the following spring semester is automatically 
on academic probation. 

Any student who is placed on probation because of Honor Code or conduct code 
violations is placed on such special academic probation as the Committee on Academ- 
ic Affairs imposes. The Committee on Academic Affairs may at any time place on 
probation a student whose academic performance or social behavior is inconsistent 
with what the committee deems to be in the best interest of the student or the 
University. 

Any student convicted of violating the Honor Code is ineligible to represent the 
University in any way until the period of suspension or probation is completed and 
the student is returned to good standing. Students who are on probation for any 



38 



reason may not be initiated into any fraternity until the end of their probationary 
period. 

Requirements for Continuation 

Each student is expected to be aware at all times of his academic status and to be 
responsible for knowing whether he has met the University's minimum academic 
requirements for continuation as outlined below. 

On the basis of their cumulative records at the end of the spring semester, those 
students are academically ineligible to enroll for the following fall (1) who have 
attempted fewer than fifty-four credits in all colleges and universities attended and 
have a grade point average of less than 1.35 on work attempted for a grade in the 
College or the School of Business and Accountancy; (2) who have attempted as many 
as fifty-four but fewer than ninety-eight credits in all colleges and universities 
attended and have a grade point average of less than 1.65 on work attempted for a 
grade in the College or the School of Business and Accountancy; (3) who have 
attempted as many as ninetv-eight but fewer than 135 credits in all colleges and 
universities attended and have a grade point average of less than 1.85 on work 
attempted for a grade in the College or the School of Business and Accountancy; (4) 
who have attempted 1 35 credits or more in all colleges and universities attended and 




i ... 

Herman E. Eure, assistant professor of biology, directs students in laboratory. 



39 

have a grade point average of less than 1.90 on work attempted for a grade in the 
College or the School of Business and Accountancy. Non-credit courses, courses 
taken Pass/Fail, and CLEP and Advanced Placement credit are not computed in the 
grade point average. (For the purpose of determining eligihilitv for graduation, the 
grade point average is computed on all work attempted in Wake Forest College and 
the School of Business and Accountancy, and is also computed on all work attempted 
in all accredited colleges and universities.) 

Ordinarilv a student who is ineligible to continue may attend the first summer term 
and if successful in raising the grade point average to the required minimum may 
enroll for the following fall semester. The student may attend the second summer 
term if unsuccessful in the first, and if successful then may enroll for the following 
spring semester. If unsuccessful in meeting the minimum requirements by the end of 
the second summer term, the student may applv for readmission no earlier than the 
following summer session. 

Under exceptionally- extenuating circumstances beyond the control of the student, 
and after consultation with the appropriate dean, the student may petition the 
Committee on Academic Affairs for an exception to the foregoing eligihilitv require- 
ment. The Committee on Academic Affairs may suspend at the end of anv semester 
or term any student whose record for that term has been unsatisfactory, particularly 
with regard to the number of courses passed and failed, or any student who has not 
attended class regularly or has otherwise ignored the rules and regulations of the 
College or the School of Business and Accountancy. 

A student who has or develops a health problem which in the judgment of the 
Director of the Student Health Service creates a danger to the safety and well-being 
of the student or others may be required to withdraw until the problem is resolved. 

Requirements for Readmission 

A student seeking readmission to the College must meet the minimum academic 
requirements for continuation. Hoyvever, a student who has not met the require- 
ments (1) may apply for admission to the summer session only, (2) may apply for 
readmission after an absence from the College of at least a vear and a half, (3) may 
applv for readmission after less than a year and a half if enrolled in another college or 
university, or (4) may apply for readmission if the failure to meet minimum require- 
ments yvas due to exceptionally extenuating circumstances beyond the control of the 
student. 

Senior Conditions 

A candidate for graduation in the final semester yvho receives a grade of E in the 
previous semester may applv to the Registrar for reexamination thirty days after the 
opening of the final semester but not less than thirty days before its close. All 
conditions must be removed not less than thirty days before the end of the last 
semester or term of the student's graduation vear. The name of a candidate who has a 
condition after that date is dropped from the list of candidates. A candidate yvho 
receives a grade of E in the final semester or term of the graduation year is not 
alloyved reexamination before the next examination period. 



40 



Scholarships and Loans 



Any student admitted to Wake Forest College who demonstrates Financial need 
will receive assistance commensurate with that need. 

By regulation of the Board of Trustees, all Financial aid must be approved by the 
Committee on Scholarships and Student Aid. Applications should be requested from 
the committee at 7305 Reynolda Station, Winston-Salem, North Carolina 27109. 
Scholarships supported by funds of the undergraduate schools are not granted to 
students enrolled in other schools of the University. To receive consideration for 
Financial aid, the applicant must either be enrolled in as an undergraduate or have 
been accepted for admission. The Financial aid program comprises institutional, 
state, and federal scholarship, loan, and work funds. Full-time students are eligible to 
applv for any of these funds. Half-time students are eligible to apply for federal 
funds. Half- and part-time students are eligible to applv for limited institutional 
funds. 

Need is a factor in the awarding of most Financial aid, and each applicant must File a 
Financial statement with the application for Financial aid. After reviewing the stan- 
dard Financial analysis, the Committee on Scholarships determines aid awards, and 
aid is credited, bv semester, to the student's account in the OfFice of the Treasurer. 
The Committee on Scholarships reserves the right to revoke Financial aid For unsatis- 
factory academic achievement or for violation of University regulations or federal, 
state, or local laws. To be eligible for renewal of aid, a student must remain enrolled 
on a normal full-time basis and be in good standing, making satisfactory progress 
toward a degree. The committee does not award institutional scholarships to stu- 
dents earning less than a 2.0 grade average on all work attempted at Wake Forest. 

Scholarships 

The Reynolds Scholarships, made possible through a grant from the Z. Smith 
Revnolds Foundation, are full merit scholarships, covering the cost of tuition, room, 
and board, and including an allowance for books and other personal needs. The 
Revnolds Scholarships are awarded without regard to Financial need and will be 
renewed annually through the recipient's fourth year of college, subject to satisfac- 
tory performance. The University plans to award four Revnolds Scholarships each 
year, beginning with 1982-83, to extraordinarily capable men and women entering 
the College as First-year students. 

The Guy T. Carswell Scholarships, made possible by and established in honor oF the 
late Guy T. Carswell and his wife Clara Carswell of Charlotte, North Carolina, carry 
an annual value ranging from a minimum stipend of $ 1 ,500 to a maximum stipend of 
$6,000, with awards for more than $1,500 determined on the basis of need. A 
Carswell Scholar must be a student applving to the College who possesses outstand- 
ing qualities of intellect and leadership. Up to forty scholars are selected annually. 

The George Foster Hankins Scholarships for Freshmen, made possible by the late Colonel 
George Foster Hankins of Lexington, North Carolina for residents of North 
Carolina or children of alumni residing in other states, with preference given to 
residents of Davidson County, North Carolina, have a value up to $6,000. 



41 

The George Foster Hankins Scholarships for Upperclassmen for students who have been 
enrolled for at least one semester, with preference given to applicants from Davidson 
County, North Carolina, vary in value according to need. 

The Alcoa Foundation Scholarship, donated by the Alcoa Foundation, is available to a 
freshman from the Piedmont area who is majoring in chemistry. The scholarship has 
a value of $2,000 and is awarded on the basis of need. 

The Alpha Phi Omega Scholarship, established by the Kappa Theta Chapter of Alpha 
Phi Omega, is made available in alternate years to a freshman who presents evidence 
of need and an excellent high school record. It has a minimum value of $200. 

The Camillo Artom Fund for Italian Studies was established in 1976 in honor of 
Camillo Artom, professor of biochemistry from 1939 to 1969. Scholarship aid is 
made available, usually to one or two students each semester, to assist with their 
expenses. Well qualified students who can demonstrate need are eligible to apply. 
(Interested persons should apply in the Office of the Provost.) 

Basic Educational Opportunity Grants are available to undergraduate students with 
exceptional financial need who require these grants in order to attend college, for a 
value of from S200 to 11,800 per year. The amount of assistance a student may 
receive depends upon need, taking into account financial resources and the cost of 
attending the college chosen. 

The Eliza Pratt Brown Scholarship, donated by the late Junius Calvin Brown of 
Madison, North Carolina in honor of his wife Eliza Pratt Brown, is used to assist 
needv, worthy, and deserving students from North Carolina, with preference given 
to students from the town of Madison and Rockingham County, for a maximum of 
$2,000. 

The J. G. Carroll Memorial Athletic Scholarship, donated in memory of J. G. Carroll, 
former associate professor of mathematics, is made to a deserving athlete who is not 
on a regular athletic scholarship, for a value of approximately $100. 

The James Lee Carver Scholarship, donated by Jean Freeman Carver with her chil- 
dren James Lee Carver II and Elizabeth Jeanine Carver in memory of her husband 
James Lee Carver, is for deserving and promising students who demonstrate a need 
for financial assistance, with preference given to students from the Oxford Orphan- 
age in Oxford, North Carolina, for a value of approximately $300. 

The College Scholarships, in the amount of $100 to $4,100 each, are available to 
freshmen and upperclassmen presenting satisfactory academic records and evidence 
of need. 

The Jennifer Rose Cooke and Laura Elizabeth Scales Memorial Scholarship established by 
Charles H. Cooke of Oklahoma City, Oklahoma in memory of the daughters of 
Charles H. and Edith Cooke and James Ralph and Betty Scales, carries a minimum 
stipend of $3,600 and is awarded on the basis of academic ability and commitment to 
serve in the field of international relations. Application is made to a special com- 
mittee. 

The O. B. Crowell Memorial Scholarship Fund, donated by Louise T. Crowell of 
Hendersonville, North Carolina in memory of her husband O. B. Crowell, is 
awarded on the basis of character, need, and promise for a value of approximately 
$600. 



42 

The J. B. Dickinsonjr. Scholarship, donated bv Bonders Inc. of Dunn, North Carolina 
in memory of John Brewer Dickinsonjr., is awarded to a rising senior accounting 
major on the basis of academic excellence and professional promise. 

The Lecausey P. and Lula H. Freeman Scholarship, donated bv Mr. and Mrs. G. H. 
Singleton of Raleigh. North Carolina in memory of the parents of Mrs. Singleton, is 
available to a freshman, sophomore, or junior whose home is within the West 
Chowan Baptist Association of North Carolina, with preference given to Bertie 
County students, on the basis of need and ability. Residents of the Roanoke Associa- 
tion may be considered for the scholarship, which is renewable on the basis of need 
and ability except for the senior vear, for a value of approximately $200. 

The Charles A. Frueauff Scholarships are provided annually bv the Charles A. 
Frueauff Foundation for middle-income students who live outside North Carolina. 
Amounts vary according to need, up to $1,500. 

The James W. Gill Scholarship, donated bv Ruth R. Gill in memory of her husband 
James W. Gill, provides a scholarship for a deserving student, with preference given 
to students from Montgomery and Prince George Counties, Maryland, for a value of 
approximately $600. 

The Eugene Basil Glover Memorial Scholarship is awarded to an incoming or enrolled 
student based on ability and need, with a slight preference given to students from 
Halifax County, North Carolina. 

The Wallace Barger Goehel Scholarship, made possible through a donation from 
Miriam M. Goebel, is based upon ability and financial need, with first preference 
given to a student with an interest in literature, second preference to a student with 
an interest in history, and third preference to a student enrolled in the pre-medical 
program, for a value of approximately $400. 

The Fuller Hamrick Scholarship, created under the will of the late Everett C. Snvder 
of Wake Forest, North Carolina in memory of Fuller Hamrick, is used to educate 
students from the Mills Home in Thomasville, North Carolina, for a value of 
approximately $550. 

The Frank P. Hobgood Scholarship, donated bv Kate H. Hobgoodof Reidsville, North 
Carolina in memory of her husband, is available to those who qualify on the basis of 
character, purpose, intelligence, and need, with preference given to those who plan 
to enter the ministry, do religious work, become teachers, or become lawyers, the 
preference being in the order named, for residents of the Reidsville, North Carolina 
area recommended bv the deacons of the First Baptist Church of Reidsville. and for a 
value of $500. 

The Forrest H. Hollifield Scholarship, donated by Mr. and Mrs. H. H. Hollifield in 
memory of their son Forrest H. Hollifield. is awarded to upperclassmen with evi- 
dence of character and need, with preference given to natives of Rowan and Ruther- 
ford Counties. North Carolina and to members of the Delta Nu Chapter of Sigma Chi 
Fraternity. 

The J. Lee Keiger Sr. Scholarship is an academic scholarship awarded annually to a 
North Carolina student, with preference given to students living in the Mid-Carolina 
Telephone Company service region, for a value of $750. 

The Senah C. and C.A. Kent Scholarships are awarded to freshmen and upperclass- 
men on the basis of leadership, academic merit, and financial need, without regard to 



43 

race, religion, sex, or geographical origin. 

The Kirkpatrick-Howell Memorial Scholarship Fund, donated bv the Delta Nil Chapter 
of Sigma Chi Fraternity, makes available one or two scholarships, with preference 
given to members of the Sigma Chi Fraternity, upon recommendation of the 
Kirkpatrick-Howell Memorial Scholarship Board, for a value of approximately $800. 

The Wilma L. McCurdy Memorial Fund Scholarship is awarded on the basis of charac- 
ter, academic standing, and need, in the amount of $750 per academic year. Applica- 
tion must be made annually. 

The Thane Edward McDonald and Marie Dayton McDonald Memorial Scholarship Fund, 
made possible bv the late Thane Edward McDonald, professor of music, is available 
to a deserving and qualified music student for a value of approximately $125. 

The Robert Lee Middleton Scholarship, donated by Sarah Edwards Middleton of 
Nashville, Tennessee in memory of her husband, is awarded on the basis of charac- 
ter, purpose, intelligence, and need, with preference given to the student planning to 
enter the field of literature, accounting, teaching, or the gospel ministry or other 
full-time religious work. 

The Norfleet Scholarships, donated by Mr. and Mrs. Eustace Norfleet of Wilmington, 
North Carolina in memory of his parents John A. and Mary Pope Norfleet, are 
available to deserving and promising students needing financial assistance for a value 
of $200. 

The North Carolina Scholarships are made available bv the North Carolina General 
Assembly and are awarded on the basis of financial need to full-time students who are 
bona fide residents of North Carolina. 

North Carolina Student Incentive Grants are available to undergraduate residents of 
North Carolina with exceptional financial need who require these grants in order to 
attend college, for a value of from $200 to $1 ,500 per year. The amount of assistance 
a student mav receive depends upon need, taking into account financial resources 
and the cost of attending the college chosen. 

The Benjamin Wingate Parham Scholarship, donated by Kate J. Parham of Oxford, 
North Carolina in memory of her husband, is awarded on the basis of ability and 
need and may be renewed for succeeding vears. 

The Thomas F. Pettus Scholarships, administered by the North Carolina Baptist 
Foundation under the terms of the will of the late Thomas F. Pettus of Wilson 
County, North Carolina, make two or more scholarships available each year in 
memory of Mr. Pettus and are awarded on the basis of merit and need, with 
preference given to North Carolina Baptist students. 

The William Louis Poteat Scholarships, awarded annually to the graduates of the 
Baptist junior colleges in North Carolina on the basis of need, are renewable for the 
senior year for a value of up to $500. 

The A. M. Pullen and Company Scholarship, granted by the A. M. Pullen Company to 
an outstanding upper division accounting major designated bv the accounting facul- 
ty on the basis of merit, financial need, and interest in public accounting, has a value 
of $600. 

The Kenneth Tyson Raynor Scholarship, donated bv friends of the late Kenneth Tyson 
Raynor, professor of mathematics, is awarded annually by the mathematics faculty. 
The award is made on the basis of academic ability to an individual majoring in 



44 

mathematics who has achieved junior standing. 

The Oliver D. and Caroline E, Revell Memorial Scholarship Fund, created under the will 
of the late Oliver D. Revell of Buncombe County, North Carolina, is for a person 
preparing for the ministry or full-time religious work, for a value of $100. 

The Kate B. Reynolds Memorial Scholarships, donated in memory of the late Kate B. 
Revnolds, are for residents of Forsvth County, North Carolina who without financial 
aid would be unable to obtain education beyond high school. At least four scholar- 
ships are awarded, with a value up to $2,400. 

The ROTC Scholarships require applications for four-year scholarships from stu- 
dents in their junior and senior year of high school to the nearest ROTC regional 
headquarters and from freshmen, sophomores, and juniors enrolled in the ROTC 
program to the professor of military science. Each scholarship covers tuition, fees, 
books, and classroom materials for the regular school year, and a subsistence allow- 
ance of $100 per month for the period that the scholarship is in effect, remaining in 
effect throughout the contract period subject to satisfactory academic and ROTC 
performance. 

The Robert Forest Smith HI Scholarship Fund, donated by the Rev. Mr. and Mrs. 
Robert Forest Smith Jr. and other citizens of Hickory, North Carolina in memory of 
Robert Forest Smith III, is awarded to an entering freshman who qualifies on the 
basis of need and on distinction in high school government, with preference given to 
those who plan to enter government service, and with strong preference given to 
students exemplifving positive Christian principles, for a value of $1,000. 

The Sigmutid Sternberger Scholarships, donated by the Sigmund Sternberger Founda- 
tion, are for needy North Carolinians, with preference given to undergraduate 
students from Greensboro and Guilford County, for a value of $2,000. 

The J. W. Straughan Scholarship, donated bv Mattie, Mable, and Alice Straughan in 
memory of their brother Dr. J. W. Straughan of Warsaw, North Carolina, with 
preference given to students from Duplin County, North Carolina who are in- 
terested in pursuing a medical career, especiallv in the field of family practice, is for 
those who need financial assistance to continue their education. 

The Saddle Stephenson and Benjamin Louis Sykes Scholarship, donated bv Dr. Charles L. 
Sykes and Dr. Ralph J. Sykes in memory of their mother and father, is awarded on 
the basis of Christian character, academic proficiency, and financial need, with 
preference given to freshmen from North Carolina, renewable for a value of approx- 
imately $400. 

The Supplemental Educational Opportunity Grants are available to a limited number of 
undergraduate students with exceptional financial need who require these grants to 
attend college and who show academic or creative promise, for a value from $200 to 
$1,500 a vear but no more than one-half of the total assistance given the student. The 
amount of financial assistance a student may receive depends upon need, taking into 
account financial resources and the cost of attending the college chosen. 

The Tyner-Pitman Scholarship Fund, donated bv Cora Tyner Pitman, makes available 
at least one scholarship for needv North Carolina students. 

The Jesse A. Williams Scholarships, created under the will of the late [esse A. Williams 
of Union County, North Carolina, with preference given to deserving students of 
Union County, have a value up to $1,200. 



45 

The Charles Littell Wilson Scholarship, created under the will of Jennie Mayes Wilson 
in memory of her husband Charles Littell Wilson, is for a freshman, with a value from 
$200 to $600. 

The William Luther Wyatt III Scholarship Trust, donated by Mr. and Mrs. William L. 
Wyatt Jr. of Raleigh, North Carolina in memory of their son William Luther Wyatt 
III, with preference given to a male student entering thejunior year who has shown 
an interest and an ability in the field of biology, is based on need and ability, for a 
value of approximately $500. 

Exchange Scholarships 

The German Exchange Scholarship, established in 1959 with the Free University of 
Berlin, is available to a student with at least two years of college German or the 
equivalent who has junior standing by the end of the semester in which application is 
made, but who need not be a German major. It provides 750 German marks per 
month for ten months, remission of fees, 200 marks per semester for books, and 250 
marks per month for rent. (Interested students should communicate with the chair- 
man of the Department of German.) 

The Spanish Exchange Scholarship, established in 1964 with the University of the 
Andes in Bogota, Colombia, is available to two students for one semester's study each 
or one student for two semesters with at least two years of college Spanish or the 
equivalent. It provides remission of fees, the cost of books, and the cost of board and 
accommodations. (Interested students should communicate with the chairman of the 
Department of Romance Languages.) 

The French Exchange Scholarship, established in 197 1 with the University of Orleans, 
France, is available to a graduating senior, who receives a graduate teaching assistant- 
ship at the University of Orleans for two semesters. (Interested students should 
communicate with the chairman of the Department of Romance Languages.) 

Loans 

The James F. and Mary Z. Bryan Foundation Student Loan Plan is for residents of North 
Carolina enrolled full-time for a value up to $7,500 for undergraduate study. The 
amount of each loan is determined by the College Foundation, with an interest rate of 
one percent during the in-school and grace periods and seven percent during the 
repayment period. 

The Bushnell Baptist Church Loan Fund, established in 1945 with funds supplied by 
the Bushnell Baptist Church of Fontana Dam, North Carolina, is for needy students. 

The Council Fund, established in 1935 by C. T. Council of Durham, North Carolina, 
is for the aid of senior students. 

The James W. Denmark Loan Fund, originated in 1875 by [ames William Denmark of 
Dudley, North Carolina, is available to qualified students, with preference given to 
students from North Carolina, for an amount not exceeding $1,500 each year and 
$6,000 during the entire period of enrollment. 

The Olivia Dunn Student Loan Fund, established under the will of Birdie Dunn of 
Wake County, North Carolina in memory of her mother, is for worthy students. 



46 

The Duplin County Loan Fund, donated in 1942 by anonymous friends of the 
College, is limited to students from Duplin County. North Carolina. 

The Elliott B. Earnshaiv Loan Fund, established by the Board of Trustees, is a 
memorial to the former Bursar. 

The Friendly Student Loan Fund, established in 1948 by Nell E. Stinson of Raleigh, 
North Carolina in memory of her sister Mary Belle Stinson Michael, is for the benefit 
of worthy students who need financial aid. 

The George Foster Hankins Loan Fund, established under the will of the late Colonel 
George Foster Hankins of Lexington, North Carolina, gives preference to applicants 
from Davidson County, North Carolina. 

The Guaranteed Student Loan Program makes available loans up to $2,500 for under- 
graduate students. Aggregate undergraduate sums may not exceed $12,500, but 
may be extended to $25,000 for those who also borrow for graduate or professional 
study. The maximum loan per year for graduate students is $5,000. Loans are 
insured by the federal government or guaranteed by a state or private non-profit 
guarantee agency. The federal government pays the nine percent interest during 
in-school and grace periods. Application and information mav be obtained from 
state guarantee agencies or from the appropriate regional office of the United States 
Office of Education. 

The Hams Memorial Loan Fund, established by the late J. P. Harris of Bethel, North 
Carolina in memory of his first wife Lucy Shearon Harris and his second wife Lucy 
Jones Harris, is for students who have demonstrated ability to apply educational 
advantages to the rendition of enriched and greater Christian service in life and who 
require financial assistance in order to prevent disruption in their education. 

The Edna Tyner Langston Fund, established in 1942 by Dr. Henry J. Langston of 
Danville, Virginia in memorv of his wife, is available to a student agreed upon by the 
donor and the College. 

The National Direct Student Loan Program makes available loans up to $2,500 per year 
for students in need of financial assistance with an interest rate of four percent. 
These are examples of typical repayment schedules: 

Aggregate Loan 

$2,500 
5,000 
7,500 

Aggregate undergraduate sums may not exceed $2,500 for the first two years or 
$5,000 for four years, but may be extended to $10,000 for those who also borrow for 
graduate or professional study, with an interest rate of four percent. 

The North Carolina Insured Student Loan Program makes available loans up to $2,500 
per year for legal residents enrolled full-time. Aggregate undergraduate sums may 
not exceed $12,500 but may be extended to $25,000 for those who also borrow for 
graduate or professional study. The maximum loan each year mav not exceed $2,500 
for undergraduates or $5,000 for graduates or professional students. Loans are 
insured by the North Carolina State Education Assistance Authority and are pro- 



Quarterly 


Amount of 


Total Interest 


Total 


Payments 


Payment 


Paid 


Payment 


'28 


$ 90.00 


$ 359.80 


$2,859.80 


40 


125.00 


1,025.00 


6,025.00 


40 


187.50 


1,537.59 


9,037.59 



47 

cessed bv the College Foundation. Under certain conditions the United States Office 
of Education pavs the nine percent interest dining the in-school and grace periods. 

The Watts Norton Loan Fund, established in 1949 by L. Watts Norton of Durham, 
North Carolina, is for worthy students enrolled in the Department of Religion who 
need financial assistance. 

The Powers Fund, established in 1944 by Dr. Frank P. Powers of Raleigh, North 
Carolina in memorv of his parents Frank P. and Effie Reade Powers, is for the benefit 
of needy students, with preference given to orphans. 

The Grover and Addy Rabx Loan Fund, established in 1945 by Dr. J. G. Raby of 
Tarboro. North Carolina in memory of his parents, gives preference to applicants 
from the First Baptist Church of Tarboro. 

The James F. Slate Loan Fund, established in 1908 bv J. F. Slate of Stokes County, 
North Carolina, is available for ministerial students who have been licensed to 
preach. 

Concessions 

North Carolina Legislative Tuition Grants. The North Carolina General Assembly 
provides yearly grants to all legal residents of North Carolina. To be eligible a student 
must be enrolled for at least fourteen credits each semester (by the tenth day of 
classes) and complete a Residencv Form 100. The student must not have received a 
bachelor's degree previously. To receive the grant, a student must also complete an 
NCLTG application and return it to the Financial Aid Office. 

Ministerial students receive a $600 concession per year if they (1) have a written 
recommendation or license to preach from their own church body and (2) agree to 
repay the total amount, plus four percent interest, in the event that they do not serve 
five years in the pastoral ministry within twelve years of attendance in the College. 

Children and spouses of pastors of North Carolina Baptist churches receive a S600 
concession per year if they are the children or spouses of ( 1 ) ministers, (2) missionar- 
ies of the Southern Baptist Foreign Mission Board, (3) officials of the Baptist State 
Convention of North Carolina, or (4) professors in North Carolina Baptist colleges or 
universities. Pastors themselves are also eligible. 

Children of other ministers who are not eligible for the above concession receive a 
$150 concession per year if their parent makes a living chiefly by the ministry and 
they have a demonstrated need. 

Rehabilitation students receive a concession up to $300 per vear if thev (1) have a 
letter of approval from the North Carolina Division of Vocational Rehabilitation and 
(2) file for the concession. 

Other Financial Aid 

The College Work/Study Program On Campus makes available on-campus employment 
to students who show evidence of financial need. Students work during the academic 
year for campus minimum wage or above, at an average often to fifteen hours per 
week, in the Z. Smith Reynolds Library, Reynolda Hall, College Union, Reynolda 
Gardens, and other places on campus. 



48 



The College Work/Study Program Off Campus (PACE) is for students who show 
evidence of financial need. They work in any non-profit public or private institution 
for periods up to fifteen weeks during the summer, and forty hours per week, at an 
hourly wage. Eighty percent of earnings should be retained for college expenses. 
Summer employment is also available for students who show evidence of need and 
who are unable to secure adequate employment on their own. (Interested students 
should apply before March 15.) 

Church Choir Work Grants, given by the College and Wake Forest Baptist Church to 
encourage outstanding music students, are awarded on the basis of talent, reliability, 
and interest in the Church on the recommendation of the music committee of the 
Church and the Department of Music, for the value of $300. (Interested students 
should communicate with the chairman of the Department of Music.) 

The Ministerial Aid Fund, established in 1897 by the estate of J. A. Melke, is available 
to pre-ministerial students on a loan or grant program on the basis of merit and need, 
and particularly in the case of grants, academic achievement. 

Student/Student Spouse Employment is possible for part-time, on-campus and off- 
campus work, for a recommended maximum of twenty hours per week for full-time 
students. Summer employment may also be available. (Interested students should 
communicate with the Office of Placement and Career Development.) 

Veteran Benefits are administered by the Office of the Veterans Administration in 
the Federal Building at 251 North Main Street in Winston-Salem. Records of prog- 
ress are kept by this institution on veteran and non-veteran students alike. Progress 
records are furnished the students, veterans and non-veterans alike, at the end of 
each scheduled school term. 




John Williard, vice president and treasurer 



49 

Special Programs 

For students of special ability or interest and for students who can take advantage 
of off-campus study opportunities, the College offers a variety of programs. These 
are in addition to combined courses of study in departments in the College and the 
pre-professional curricula described in this bulletin. 

Honors Study 

For highly qualified students, a series of interdisciplinary honors courses is de- 
scribed under Courses of Instruction. Under the Coordinator of the Honors Program, 
students participate in three or more honors seminars during the freshman, sopho- 
more, and junior years. Those who complete four seminars with a superior record 
and who are not candidates for departmental honors may complete a final directed 
study course. With a superior record in that course and a grade point average of 3.0 
in all work, a student may be graduated with "Honors in the Arts and Sciences." 

For students especially talented in individual areas of study, most departments in 
the College offer special studies leading to graduation with honors in a particular 
discipline. The minimum requirement is a grade point average of 3.0 in all work and 
3.3 (or higher in some areas) in the major. Other course, seminar, and research 
requirements vary according to the department concerned. 

Open Curriculum 

For students with high motivation and strong academic preparation, the Open 
Curriculum provides the opportunity to follow a course of study planned within the 
framework of a liberal arts education but not necessarily fulfilling all basic and 
divisional requirements for the degree. Under the Committee on Open Curriculum 
a limited number of students is selected before or during the freshman year by 
previous record of achievement, high aspirations, ability in one or more areas of 
study, strength of self-expression, and other special talents. The course of study for 
the degree is designed by the student and his or her adviser. 

Residential Language Centers 

For students prepared to speak French, German, or Spanish on a regular basis with 
other students studying the same language, the Craylyn Estate near campus is the site 
of three residential centers, each coordinated by a member of the Department of 
Romance Languages or the Department of Cerman. Such students attend regular 
classes on the campus. 

Foreign Area Studies 

The Foreign Area Studies program enables students who wish to do so to choose an 
interdisciplinary concentration in the language and culture of a foreign area. Such a 
concentration may include courses in the major and also in the minor field, if a minor 
is chosen. Foreign Area Studies do not replace majors or minors; they may well 



50 

supplement either or both. Programs currently available are: East European Studies. 
German Studies, Italian Studies, Latin American Studies, and Spanish Studies. It is 
likely that other programs will be added in the near future. A faculty adviser 
coordinates each Foreign Area Studies program and advises interested students. For 
current information about advisers and programs, students should consult the office 
of the Dean of the College. 

Study at Salem College 

For full-time students, Wake Forest and Salem College share a program of ex- 
change credits for courses taken at one institution because they are not offered at the 
other. An application must be approved by the academic adviser and the Dean of the 
College or the Dean of the School of Business and Accountancy. Except in courses of 
private instruction, there is no additional cost to the student. Grades and grade points 
earned at Salem College are evaluated as if thev were earned at Wake Forest. 

Summer Study 

For full-time students, courses taken in the summer at another college or universi- 
ty require the advance approval of the chairman of the department concerned and 
the Registrar. Courses taken elsewhere on the semester hour plan are computed as 
transfer credit at 1.125 credits for each approved semester hour. 

In addition to regular courses, a number of special summer programs for credit 
are described in the bulletin of the summer session. 

Transfer Credit 

All work attempted in other colleges and universities is to be reported to the 
Registrar of Wake Forest University. Students wishing to receive transfer credit for 
work satisfactorily completed elsewhere must obtain faculty approval, preferably in 
advance. Students should be aware that the minimum grade point average (2.0) for 
graduation is computed on all work attempted in Wake Forest College and the School 
of Business and Accountancy, and is also computed on all work attempted in all 
accredited colleges and universities. 



Opportunities for Study Abroad 

London 

A program of study is offered each semester at Worrell House, the University's 
residential center near Regent's Park in London. Courses typically encompass 
aspects of the art, theatre, literature, and history of London and Great Britain. (See, 
for example. Art 2320: English Art, Hogarth to the Present, and History 2260: Histon' of 
London, in the course listings of those departments.) Each term a different member of 
the faculty serves as the director of the program, which accommodates sixteen 
students. Further information may be obtained in the Office of the Provost. 



51 



Venice 

For students wishing to spend a semester in Italy, a program of study is available at 
Casa Artom, the University's residential center on the Grand Canal in Venice. Under 
various members of the faculty, approximately twenty students focus on the heritage 
and culture of Venice and Italy. (Courses offered usually include Art 2693: Venetian 
Renaissance Art, Italian 22 1 3: Spoken Italian, and other courses offered by the faculty 
member serving as director.) Students selected for the Venice program are normally 
required to have completed elementary training in Italian. Limited scholarship aid is 
available to one or two students each semester to assist with expenses. Further 
information may be obtained in the Office of the Provost. 

France 

For students wishing to study in France, arrangements are made for a semester's 
instruction at the University of Dijon. Under a faculty residential adviser from the 
Department of Romance Languages, courses are taken at the University of Dijon by 
student groups of varying levels of preparation. (A major in French is not required, 
but French 221 or its equivalent is recommended.) 

Spain 

For students wishing to study in Spain, arrangements are made for a semester's 
instruction at the University of Salamanca. Under a faculty residential adviser from 
the Department of Romance Languages, courses are taken at the University of 
Salamanca bv student groups of varying levels of preparation. (A major in Spanish is 
not required, but Spanish 221 or its equivalent is recommended.) 

India 

For students who can spend a semester in India, arrangements are made for 
instruction in an Indian college or university and travel in the country for a period of 
about three months. (Written approval from the Dean of the College is necessary for 
fulfilling basic, divisional, or major requirements.) 

Independent Study 

For students who wish to spend one or more semesters in an approved college or 
university abroad, arrangements must be made with the chairman of the department 
of the major and the Dean of the College. An approved application for study abroad 
must also be filed with the Registrar. Up to thirty-six credits for a full-vear program 
may be granted by the college upon satisfactory evaluation of the work taken, but this 
credit is not guaranteed. Students not on a College program must apply for readmis- 
sion to the University. Credit is computed as transfer credit at 3.375 credits for three 
approved semester hours taken abroad. 

In addition, the Independent Study Program of the Experiment in International 
Living is recognized by the College. To participate in this program a student must be 



52 



regularly enrolled and plan to return to the College after study abroad, and arrange- 
ments must be made with the chairman of the department of the major and the Dean 
of the College. Up to fourteen credits for a one-semester program may be granted 
upon evidence of satisfactory completion of work taken, but this is subject to evalua- 
tion by the Dean of the College. 

m 




53 

Requirements for Degrees 

Degrees Offered 

The College offers undergraduate programs leading to the Bachelor of Arts and 
Bachelor of Science degrees. The Bachelor of Arts degree is conferred with a major 
in anthropology, art, biology, chemistry, classical studies, economics, English. 
French, French-Spanish, German, Greek, history, Latin, music, philosophy, physics, 
politics, psychology, religion, sociology, Spanish, or speech communication and 
theatre arts. The Bachelor of Science degree is conferred with a major in chemistry, 
mathematical economics, mathematics, mathematics-biology, physical education, or 
phvsics. The Bachelor of Arts degree is available with a major in intermediate 
education or education with a state teacher's certificate in social studies, and the 
Bachelor of Science degree is available with a major in education with a state teacher's 
certificate in science. The Bachelor of Science degree may be conferred in combined 
curricula in dentistry, engineering, forestry and environmental studies, medical 
sciences, medical technology, and the physician assistant program. The School of 
Business and Accountancy offers undergraduate programs leading to the Bachelor 
of Science degree with a major in accountancy or business. (See page 152 of this 
Bulletin.) 

A student who receives the Bachelor of Arts or Bachelor of Science degree may not 
thereafter receive the other of the two degrees. 

General Requirements 

Students in the College have considerable flexibility in planning their course of 
study. Except for two semesters of required physical education, only three specific 
courses are required, one in English composition and two in a foreign language. To 
complete preparation for more specialized work in a major field or fields, students 
select three courses in each of four divisions of the undergraduate curriculum: (1) 
literature and the arts; (2) the natural sciences and mathematics; (3) history, religion, 
and philosophy: and (4) the social and behavioral sciences. Normally the basic and 
divisional requirements are completed in the freshman and sophomore years and 
requirements in the field or fields of the major are completed in the junior and senior 
years. 

All students must complete (1) the basic and divisional requirements (unless 
accepted for the Open Curriculum). (2) a course of study approved by the depart- 
ment or departments of the major, and (3) elective courses for a total of 144 credits. 
No more than sixteen credits toward graduation may be earned from among all of 
the following courses: Military Science 111, 112, 113, 114, 115, 1 16, 201, 211, 212, 
251, 252; Music 111-123 (ensemble courses); and elective 100-level courses in 
physical education. 

All students must earn a C average on all courses attempted. A student who 
transfers work from another college or university must earn a C average on all 
courses attempted in the College and a C average on all work attempted at all colleges 
and universities. Of the 144 credits required for graduation, at least seventy-two 



54 

must be completed in the undergraduate schools of Wake Forest University, includ- 
ing the work of the senior year (except for combined degree curricula). 

A student has the privilege of graduating under the requirements of the bulletin of 
the year in which he or she enters, provided that course work is completed within six 
years of entrance. After six years, the student must fulfill the requirements for the 
class in which he or she graduates. 



Basic Requirements 

All students must complete three required basic courses (unless waived through 
procedures established by the departments concerned): 
English 1 10 (composition) or 112 (composition and literature) 
Foreign language 153 (intermediate level) 
Foreign language (literature) 

French 213, 214, 216, 217, or the equivalent 
Spanish 215, 216, or the equivalent 
Italian 215, 216, or the equivalent 
German 211 or 212 
Russian (any literature course) 
Greek 211 or 212 
Latin 211, 212, or 216 
Hebrew 211 
Hindi 211 
No credit is given for any language course below the one recommended by the 
department on the basis of the placement test unless the student is given permission 
by the Language Placement Appeals Board. 

Divisional Requirements 

All students must complete three courses in each of the four divisions of the 
undergraduate curriculum (unless exempted by completion of Advanced Placement 
requirements): 

Division I. Literature and the Arts (three courses; no more than one course from any 
one of the four groups) 

1. English literature (English 160 or 165) 

2. American literature (English 170 or 175) 

3. Foreign literature (other than the one used for the basic require- 
ment) 

— Classical languages 

Greek 211. 212, 231, 241, or 242 
Latin 211, 212, 216, 221, 225, or 226 
Classics 253, 254, 263, 264, 265, or 272 

— German 211 or 212 

— Romance languages (French, Spanish, or Russian literature) 

— Humanities 213, 214, 215, 216, or 217 



55 



4. Fine Arts 

— Art 103 

— Music 101 or 102 

— Theatre Arts 121 

Division II. The Natural Sciences and Mathematics (three courses, selected from twoof 
the four groups) 

1. Biology 111, 150, or 151 

2. Chemistry 111, 1 12 (unless advanced preparation indicates a higher 
course) 

3. Physics 101, 111, 112, 121, 122 

4. Mathematics 111, 112, 115, 116, 157 (anyone; if two, anv pair other 
than 111, 116. and 115, 157) 

Division III. History, Religion, and Philosophy (three courses; no more than one course 
from each group) 

1. History 101 or 102 

2. Religion (any course other than 218, 225, 237, 239, 240, 265, 266, 
270, 273, 282, 286, 287, 292, and 346) 

3. Philosophy 111, 171, or 172 

Division IV. The Social and Behavioral Sciences (three courses; no more than one from 
any one department) 

1. Anthropology 151 or 152 

2. Economics 111, or 152 (note that 151 is prerequisite for 152.) 

3. Politics 113, 114, or 115 

4. Psychology 151 

5. Sociology 151 

Requirement in Physical Education 

All students must complete Physical Education 1 1 1 and one additional course 
selected from the 100-series of physical education courses. The requirement must be 
met before enrollment in additional physical education elective courses, and in any 
case before the end of the second vear. 



Proficiency in the Use of English 

Proficiency in the use of the English language is recognized by the faculty as a 
requirement in all departments. A composition condition, indicated by cc under the 
grade for any course, may be assigned in anv department to a student whose writing 
is unsatisfactory, regardless of previous credits in composition. The writing of 
transfer students is checked during the orientation period each term, and students 
whose writing is deficient are given a composition condition. For removal of a composi- 
tion condition the student is required to take English 1 1 during the first semester for 
which he or she registers following the assignment of the cc. Removal of the deficien- 
cy is prerequisite to graduation. 

Completion of Lower Division Requirements 

The basic and divisional course requirements are to be completed, where possible. 



56 

by the end of the sophomore year. Some students will find it necessary to postpone 
some of these requirements until the junior year in order to begin certain courses 
essential to the major field; but a minimum of three courses from among the 
requirements must appear on the student's program each semester until such re- 
quirements have been met. 

No course requirements mav be set aside or replaced bv substitutes except through 
regular procedures already established by the faculty, or through a specific vote of 
the faculty in regular session. 

Admission to the Upper Division 

The work in the lower division is intended to give the student an introduction to 
the various fields of knowledge and to lay the foundation for concentration in a 
major subject and related fields during the junior and senior years. 

Before applying for admission to the upper division and beginning work on the 
major subject, a student should have seventv-two credits and 144 grade points in the 
lower division. In no case is a student admitted to the upper division with fewer than 
sixty credits and 120 grade points. 

Fields of Study in the Upper Division 

Thirty days before the end of the sophomore year each student is required to 
indicate to the Registrar and to the department or departments concerned the 
selection of a major for concentration during the junior and senior years. Before this 
selection is formally approved by the Registrar, the student must present a written 
statement from the authorized representative of the department or departments 
indicating that the student has been accepted as a candidate for the major in that 
department. An adviser is available to assist the student in planning a course of study 
for the junior and senior years. A department which rejects a student as a major must 
file with the Dean of the College a written statement indicating the reason(s) for the 
rejection. 

A student wishing to major in business or in accountancy should make applica- 
tion to the School of Business and Accountancy. (See p. 152 of this bulletin.) 

The undergraduate schools make a reasonable effort to provide ample space in the 
various major fields to accommodate the interests of students. It must be understood, 
however, that the undergraduate schools cannot undertake to guarantee the availa- 
bility of space in a given major field or a given course, since the preferences of 
students change and there are limits to both faculty and facilities. 

After the beginning of the junior year a student may not change from one major to 
another without the approval of the departments concerned. The student's course of 
study for the junior and senior years includes the minimum requirements for the 
departmental major, with other courses selected by the student and approved by the 
adviser. 

At least half of the major must be completed at Wake Forest University. Students 
preparing for the ministry are advised to elect three courses in religion bevond the 
course included in the divisional requirements. 



57 

The following fields of study are recognized for the major: accountancy, anthro- 
pology, art, biology, business, chemistry, classical studies, economics, education, 
English, French, French-Spanish, German, Greek, history, Latin, mathematical eco- 
nomics, mathematics, mathematics-biology, mathematics-business, music, philoso- 
phy, physical education, physics, politics, psychology, religion, sociology, Spanish, 
and speech communication and theatre arts. 

Maximum Number of Courses in a Department 

Within the College, a maximum of forty-eight credits in a single field of study is 
allowed within the 144 credits required for graduation. Fifty-six credits toward 
graduation are allowed in any department authorized to offer two fields of study or 
more. 

These stipulations exclude required related courses from other departments. 
They further exclude, for students majoring in English, English 1 10 and 1 12; and, 
for students majoring in a foreign language, elementary courses in that language. 
These limits may be exceeded in unusual circumstances only by action of the Dean of 
the Gollege. 

Double Majors and Joint Majors 

A student may major in two departments in the Gollege with the written permis- 
sion of the chairman of each of the departments and on condition that the student 
meet all requirements for the major in both departments. For administratiye pur- 
poses, the student must designate one of the two fields as the primary major, which 
appears first on the student's record. 

A joint major consisting of fifty-six credits in two fields of study is ayailable in 
classical studies, in mathematical economics, in mathematics-biology, and in French- 
Spanish. 

Minors 

A minor is not required. Those students, however, who select a single major — not 
those working toward a double or joint major — may choose a minor field from 
among the following: anthropology, art, biology, chemist), educational studies, 
professional education, English, French language and culture, French literature, 
German, Greek, history, Latin, mathematics, music, philosophy, physical education, 
physics, politics, psychology, religion, sociology, Spanish language and culture. His- 
panic literature, speech communication and theatre arts. 

For details of the various minors, see the appropriate departmental headings in the 
section of this catalog that lists course offerings. 

Options for Meeting Major Requirements 

For purposes of satisfying graduation requirements a student must select one, and 
only one, of the following options which will receive official recognition on a student's 
permanent record: ( 1) a single major, (2) ajoint major, (3) a single majorand a minor, 
(4) a double major. 



58 



Senior Testing 



All seniors are required to participate in a testing program designed to provide 
objective evidence of educational development and employing measures of academic 
achievement such as selected portions of the Graduate Record Examination and/or 
other tests deemed appropriate bv the Committee on Academic Affairs. The tests are 
administered during the spring semester, and relevant results are made available to 
the student for his or her information. The primary purpose of the program is to 
provide the University with information for assessing the total educational process. 
The program does not supplant the regular administration of the Graduate Record 
Examination for those students applying for admission to graduate school. 

Combined Degrees in the School of Law 

A combined course makes it possible for a student to receive the two degrees of 
Bachelor of Arts and Juris Doctor in six academic years or their equivalent instead of 
the usual seven years. The first three years of the combined course are in the College 
and the last three are in the School of Law. 

A student pursuing this plan must (1) complete the basic and divisional course 
requirements and become qualified for admission to the upper division; (2) initiate 
an application for admission to the School of Law and secure through the law school 
adviser, who is a member of the law faculty, permission to pursue the combined 
course plan; (3) perform the junior year of study in the College under the supervision 
of a departmental academic adviser and the law school adviser; and (4) complete at 
least 1 10 credits in the College with a minimum average of C and the first full year of 
law in the School of Law with an average sufficient to remain in the School of Law. 
(Admission to the School of Law is based on the applicant's entire undergraduate 
record, Law School Admission Test scores, and other criteria, and permission to 
pursue the combined degree program does not constitute admission to the School of 
Law.) 

The last year of required college academic work must be taken in the College. A 
student who transfers from another college or university at the end of the first or 
second year must maintain a minimum average of C on all academic work under- 
taken in the College. 

A student who completes the program successfully is eligible to receive the Bache- 
lor of Arts degree at the end of the first full year in the School of Law; the Juris 
Doctor degree is awarded the student who, having received the Bachelor of Arts 
degree, also fulfills requirements for the Juris Doctor degree. The quantitative and 
qualitative academic requirements set forth here are minimum requirements for the 
successful completion of the combined degree program; satisfying the requirements 
of the three-year program in the College does not necessarily entitle an applicant to 
admission to the School of Law. 

Combined Degrees in Medical Sciences 

A limited number of students may receive a Bachelor of Science degree with a 
major in medical sciences. 



59 

Under this plan the student fulfills the requirements for the degree by completing 
three years of work in the College with a minimum average grade of C and by 
satisfactorily completing the first full year of medicine (at least thirty semester hours) 
as outlined by the faculty of the Bowman Gray School of Medicine, with a record 
entitling promotion to the second year class. (Under current scheduling, successful 
candidates receive the baccalaureate degree in August rather than May.) At least one 
year (thirty-six credits) of the required academic work must be completed in the 
College. 

Candidates for the Bachelor of Science degree with a major in medical sciences 
must complete before entering the School of Medicine for the fourth year of work 
the basic course requirements; the divisional course requirements in Divisions I, III, 
and IV; the physical education requirement; Biology 111, 150, 151 (any two courses); 
Biology 312, 320, 321, 326, 351, 360, 370 (any two courses); Chemistry 1 1 1 and 112; 
Chemistry 221 and 222; Physics 1 1 1 and 112; mathematics (one course); and elec- 
tives for a total of 108 credits. 

The completion of the prescribed academic subjects does not necessarily entitle an 
applicant to admission to the School of Medicine. (All other factors being equal, 
applicants who have done all their work in the College are given preference.) 

Combined Degrees in Medical Technology 

Students may qualify for the Bachelor of Science degree in medical technology by 
completion of the academic requirements outlined below and by satisfactory comple- 
tion of the full program in medical technology offered by the Division of Allied 
Health Programs of the Bowman Gray School of Medicine with at least a grade of C in 
all courses taken in the program in medical technology. At least one year (thirty-six 
credits) of the required academic work must be completed in the College. (Under 
current scheduling, successful candidates receive the baccalaureate degree in August 
rather than May.) 

Students seeking admission to the program must file application in the fall of their 
junior year with the division of Allied Health Programs of the School of Medicine. 
Students are selected based upon recommendations of teachers, college academic 
record. Allied Health Professions Admissions Test score, impressions made in per- 
sonal interviews, and work experience (not essential, but important). Students must 
complete the basic course requirements; the divisional course requirements in Divi- 
sions I, III, and IV; the physical education requirement; Biology 1 1 1. 150, 151 (three 
courses or equivalents); Biology 326; Chemistry 111, 112, 221, and 222; mathematics 
(one course); and electives for a total of 108 credits. Desirable electives outside the 
area of chemistry and biology include physics, data processing, and personnel and 
management courses. (Interested students should consult a biology department 
faculty member during the freshman year for further information.) 

Degrees in the Physician Assistant Program 

Students may qualify for the Bachelor of Science degree in the physician assistant 
program by completion of three years (108 credits) in the College with a minimum 



60 

average grade of C, and by satisfactory completion of the full twenty-four month 
course in the physician assistant program offered by the Division of Allied Health 
Programs of the Bowman Gray School of Medicine. At least one year (thirty-six 
credits) of the required academic work must be completed in the College. Candidates 
for the degree must complete the basic course requirements, the divisional course 
requirements, and the physical education requirement; at least four courses in 
biology (including one course in microbiology); and at least four courses in the social 
sciences (sociology, psychology, and economics are recommended). A course in 
statistics and three or four courses in chemistry are also recommended. Applicants to 
the program must possess a minimum of six months clinical experience in patient 
care services. (Interested students should consult a biology department faculty 
member during the freshman year for further information.) 

Degrees in Microbiology 

Students may qualify for the Bachelor of Science degree in microbiology by 
completion of three years (112 credits) in the College with a minimum average grade 
of C, and by satisfactory completion of a thirty-two-hour major in microbiology in the 
Bowman Gray School of Medicine. At least one year (thirty-six credits) of the 
required academic work must be completed in the College. Candidates for the 
degree must complete the basic course requirements, the divisional course require- 
ments, and the physical education requirement; Microbiology 302, 304 (or Biology 
362), 404, and Biology 370; additional courses to complete the major will be selected 
from Microbiology 401, 403, 406, 407, 408, 4 15, 4 16, 4 17, 4 18, Biology 32 1,374, and 
39 1 , 394. Required related courses are tyvo courses in physics and at least tyvo courses 
in organic chemistry. Additional chemistry and mathematics courses may be sug- 
gested by the major adviser for students progressing toward advanced work in 
microbiology. The student should contact the microbiology adviser during the 
sophomore year to establish a program of study. Work on the major must commence 
no later than the fall semester of the junior year. 

Degrees in Dentistry 

A student may fulfill the requirements for a Bachelor of Science degree with a 
major in dentistry by completing three years of work in the College with a minimum 
average grade of C, and by satisfactorily completing the first two years of work in one 
of certain approved dental schools designated by the University, with a record 
entitling advancement to the third year class. 

For this degree the requirements in the College are the same as those for the 
degree with a major in medical sciences. 

Degrees in Engineering 

The college cooperates with North Carolina State University and other engineer- 
ing schools in offering a broad course of study in the arts and sciences combined with 
specialized training in engineering. A program for outstanding students covers five 
years of study, including three initial years in the College and two full years of 



61 



technical training in one of the fields of engineering. (Depending upon the field 
chosen, it may be advisable for a student to attend the summer session in the 
engineering school after transfer.) Upon successful completion of the five years of 
studv, the student receives the degree of Bachelor of Science from the University and 
the degree of Bachelor of Science in one of the specialized engineering fields from 
the engineering school. 

The curriculum for the first three years must include the basic and divisional 
requirements for the Bachelor of Science degree. Suggested courses for the fresh- 
man year are English 1 10 and 160 (or a foreign literature); foreign language courses 
211, 215, or 216; Mathematics 111, 112; Physics 121, 122; and Physical Education 
111, 112. Suggested courses for the sophomore vear are English 170 (or a foreign 
literature); Philosophy 1 1 1; Mathematics 1 13 or 251; Physics 141, 161, and 162; and 
Chemistrv 111, 112. Suggested courses for the junior year are a history course, a 
religion course, Mathematics 311, and Economics 151, 152. 

This rigorous curriculum demands special aptitude in science and mathematics. 
Electives are chosen in consultation with the chairman of the Department of Physics. 

Degrees in Forestry and Environmental Studies 

The College cooperates with the Duke University School of Forestry and Environ- 
mental Studies to offer students interested in these areas the possibility of earning 
both bachelor's and master's degrees within five years. For details about the program 
students should consult a faculty member in the Department of Biology. 




62 

Courses of Instruction 

Plans of study, course descriptions, and the identification of instructors apply to the academic 
year 1980— 81 , unless otherwise noted, and reflect official faculty action through February 9, 
1981. 

The University reserves the right to change programs of study, academic requirements, 
assignment of lecturers, or the announced calendar without prior notice. 

Odd-numbered courses are normally taught in the fall, even-numbered in the 
spring. Exceptions are noted after course descriptions. Number of credits is shown 
by numerals immediately after the course title — for example, (3) or (3,3). The 
symbols P — and C — followed by course numbers or titles are used to show prereq- 
uisites and corequisites in the department. 

Courses 101 — 199 are primarily for freshmen and sophomores; courses 200—299 
are primarily for juniors and seniors; courses 301-399 are for advanced under- 
graduates and graduate students. (Other graduate courses are described in the 
bulletin of the Graduate School; other summer courses are described in the bulletin 
of the summer session.) 

Anthropology 

Stanton K. Tefft, Chairman 

Professors E. Pendleton Banks, Stanton K. Tefft 

Associate Professors David K. Evans, J. Ned Woodall 

Assistant Professor David S. Weaver 

Instructor and Coordinator of Education, Museum of Man, Elizabeth Lee James 

Adjunct Assistant Professor Jay R. Kaplan 

A major in anthropology requires a minimum of thirty-six credits and must 
include Anthropology 151, 152, 340, 380, 388, and either 356 or 359. 

Students are encouraged but not required to enroll in a course offering intensive 
field research training. However, only four credits from Anthropology 38 1 , 382 and 
four credits from Anthropology 383, 384 may be used to meet major requirements. 
Additional courses are counted within the limits specified for a single field of study. 

A minimum grade point average of 2.0 in anthropology courses is required at the 
time the major is declared. A minimum grade point average of 2.0 in all anthropology" 
courses is required for graduation. 

A minor in anthropology requires twenty-four credits and must include Anthro- 
pology 151, 152, and 340. Minors will not receive credit for Anthropology 388, 398, 
or 399. Only four credits from Anthropology 207, 305, 365, 383, and 384 may be 
used to meet minor requirements and departmental permission must be obtained for 
minor credit in these courses. 

To be graduated with the designation "Honors in Anthropology," highly qualified 
majors are invited to apply to the department for admission to the honors program. 
They must complete a senior research project, document their research, and satisfac- 
torily defend their work in an oral examination. For additional information members 
of the departmental faculty should be consulted. 



63 



151. General Anthropology I: Archeology and Human Evolution. (4) Origin and 
evolution of man with a focus on human biological and sociocultural change during 
the Plio-Pleistocene. (Credit will not be granted for both Anthropology 151 and 
Anthropology 162.) 

152. General Anthropology II: Cultural Anthropology. (4) A cross-cultural analysis 
of human institutions with a survey of major theories explaining cultural variety and 
human nature. (Credit will not be granted for both Anthropology 152 and Anthro- 
pology 341.) 

207. Mountain Folklore in North Carolina. (4) The role folklore plavs in all human 
cultures in general and in the culture of the mountain people of Western North 
Carolina in particular. Field trips to mountain counties conducted. Usually offered in 
summer. P — Permission of instructor. 

260. Archeological Laboratory Practicum. (2) Instruction in artifact cleaning, pre- 
serving, cataloging, and analysis; preparation of museum exhibits; familiarization 
with darkroom procedures; drafting and report preparation. P — Permission of 
instructor. 

261. Museum Practicum. (3) Designed to give the student practical experience while 
working at the Museum of Man in six basic areas of museum operation: administra- 
tion, research, curatorial duties, conservation, exhibition design, and education. 
P — Permission of instructor. 

262. Physical Anthropology Practicum. (2) Practical experience in current prob- 
lems in physical anthropology. P — Anthropology 151. 

305. Conflict and Change on Roatan Island (Honduras). (4) Readings and field 
research focusing upon the barriers and processes of sociocultural and technological 
change in a heterogeneous island community. Usually offered in summer. P — 
Anthropology 151 or Anthropology 152 and permission of instructor. 

310. Museum Design and Operation. (3 or 4) The principles of museum design and 
operation through lectures, readings, workshops with visiting experts in the field, 
and field trips to neighboring museums (possibly to Washington, D.C.). Students 
have an opportunity to put some of the principles in practice bv planning and 
designing exhibits in the Museum of Man. P — Permission of instructor. 

340. Images of Man: Perspectives on Anthropological Thought. (4) A study and 
evaluation of the major anthropological theories of man and society, including 
cultural evolutionism, historical particularism, functionalism, structuralism, cultural 
ecology, and cultural materialism. The relevance and significance of these theories to 
modern anthropology are discussed. P — Anthropology 151 and Anthropology 152, 
and sophomore or junior standing, or permission of instructor. 

342. People and Cultures of Latin America. (4) Ethnographic focus on the elements 
and processes of contemporary Latin American cultures. P — Anthropology 151 or 
Anthropology 152 or permission of instructor. 



64 



343. Anthropology and Developing Nations. (4) Analytic survey of problems facing 
emerging nations and the application of anthropological theory in culture-change 
programs. P — Anthropology 151 or Anthropology 152 or permission of instructor. 

344. Medical Anthropology. (4) The impact of Western medical practices and theory 
on non-Western cultures and anthropological contributions to the solving of world 
health problems. P — Anthropology 151 or permission of instructor. 

351. Physical Anthropology. (4) Introduction to biological anthropology; human 
biology, evolution, and variability. P — Anthropology 151. 

352. Laboratory Methods in Physical Anthropology. (1) Basic methods utilized by 
physical anthropologists to gather data, such as blood grouping, measurement, 
dermatoglyphics, and dental castings. Lab — two hours. P — Permission of instructor. 

353. Peoples and Cultures of Africa. (4) The ethnology and prehistory of Negro 
Africa south of the Sahara. P — Anthropology 151 or Anthropology 152. 

354. Primitive Religion. (4) The worldview and values of non-literate cultures as 
expressed in myths, rituals, and symbols. P — Anthropology 151 or Anthropology 
152. 

355. Language and Culture. (4) An introduction to the relations between language 
and culture, including methods for field research. P — Anthropology 151 or Anthro- 
pology 152. 

356. Old World Prehistory. (3 or 4) Introduction to Old World prehistory; field and 
laboratory techniques, with a survey of the history of archeologv. P — Anthropology 

151. 

358. The American Indian. (4) Ethnology and prehistory of the American Indian. 
P — Anthropology 151 or Anthropology 152. 

359. Prehistory of North America. (4) The development of culture in North Amer- 
ica as outlined by archeological research, with an emphasis on paleoecology and 
sociocultural processes. P — Anthropology 151. 

360. Archeology of the Southeastern United States. (4) A study of human adaptation 
in the Southeast from Pleistocene to the present, emphasizing the role of ecological 
factors in determining the formal aspects of culture. P — Anthropology 151. 

361. Conservation Archeology. (4) A stud} of the laws, regulations, policies, pro- 
grams, and political processes used to conserve prehistoric and historic cultural 
resources. P — Anthropology 151 and Anthropology 359 or permission of instructor. 

362. Human Ecology. (4) The relations between man and the inorganic and organic 
environments as mediated by culture; laboratory experience with aerial photogra- 
phy and other remote sensing techniques. P — Anthropology 151 or Anthropology 
152 or permission of instructor. 

364. Human Osteology. (4) A survey of human skeletal anatomy and analysis, 
emphasizing archeological and anthropological applications. P — Anthropology 151 
and permission of instructor. 



65 

365. Field Research in Physical Anthropology. (2, 3, or 4) Training in techniques 
for the study of problems of physical anthropology, carried out in the field. Usually 
offered in the summer. P — Permission of instructor. 

366. Human and Non-Human Evolution. (4) Investigation of primate and human 
evolution, both in anatomy and in behavior. P— Anthropology 151 and permission of 
instructor. 

371. European Peasant Communities. (4) Lectures, reading, and discussion on 
selected communities and their sociocultural context, including folklore, folk art, 
and processes of culture change. P— Anthropology 151 or Anthropology 152 or 
permission of instructor. 

380. Anthropological Statistics. (4) Basic statistics, emphasizing application in 
anthropological research. (A student who receives credit for this course may not also 
receive credit for Biology 348, Business 201, Mathematics 157, or Sociology 380.) 

381, 382. Archeological Research. (4, 4) The recovery of anthropological data 
through the use of archeology, taught in the excavation and interpretation of a 
prehistoric site. P— Anthropology 151. 

383, 384. Field Research in Cultural Anthropology. (4, 4) Training in techniques 
for the studv of foreign cultures, carried out in the field. P— Anthropology 151 or 
Anthropologv 152. 

385, 386. Special Problems Seminar. (4) Intensive investigation of current scientific 
research within the discipline which concentrates on problems of contemporary 
interest. P — Permission of instructor. 

387. Advanced Statistical Analysis in Anthropology. (4) Principles of multivariate 
statistical analysis and applications to anthropological problems. P— AnthroDolosrv 
380. is. 

388. Senior Seminar. (4) A review of the contemporary problems in the fields of 
archeology and phvsical and cultural anthropology. P— Senior standing or permis- 
sion of instructor. 

398, 399. Individual Study. (1, 2, 3, or 4) A reading, research, or internship course 
designed to meet the needs and interests of selected students, to be carried out under 
the supervision of a departmental faculty member. 




66 



Art 

Margaret S. Smith, Chairwoman 

Visiting Professor Terisio Pignatti (Venice) 

Associate Professors Robert Knott, Margaret S. Smith 

Visiting Associate Professor John C. Connolly 

Lecturers David Bindman (London), Marvin S. Coats 

Instructors Gary A. Cook, Paul H. D. Kaplan, Andrew W. Polk III 

Gallery Director Victor Faccinto 

The department offers courses in the history of art and in the practice of drawing, 
painting, printmaking, and sculpture. The program is designed to introduce stu- 
dents to the humanistic study of the visual arts. The courses are intended to increase 
the student's understanding of the meaning and purpose of the arts and their 
historical developments, their role in society, and their relationship to other human- 
istic disciplines. The work in the classroom and studio is designed to intensify the 
student's visual perception and to develop a facility in a variety of technical processes. 
A visiting artist program and varied exhibitions in the gallery of the Scales Fine Arts 
Center supplement the regular academic program of the department. 

The major in art requires forty credits. For an art history major, eight courses are 
to be in art history and two in studio. For a studio art major, eight courses are to be in 
studio art and two in art history. 

A minor in art requires five courses, including at least one course in art history and 
one course in studio art. 

Am student interested in major or minoring in art should consult the chairwoman 
of the department. 

Art History* 

103. Introduction to the Visual Arts. (4) An introduction to the arts of various 
cultures and times, with discussions of technique, style, methodology, and terms. 
May be used to satisfy a requirement in Division I. 

221. Idea and Form in Indian Art. (4) An examination of Indian ideas on the sacred 
and profane as revealed in architectural and sculptural forms in Hindu, Buddhist, 
and Muslim art in India. 

224. Oriental Art. (4) A survey of the architecture, painting, and sculpture of China 
and Japan from the prehistoric period to 1900. 

225. Primitive Art. (4) A survey of the traditional arts of Africa south of the Sahara, 
Polynesia, New Guinea, Australia, pre-Columbian Central and South America, and 
North America. 



227. Art of the Ancient Near East. (4) A survey of architecture, painting, and 
sculpture of Egvpt, Mesopotamia, and Anatolia, with an introduction to prehistoric 
European art. 



*Open to qualified freshmen and sophomores 



67 

228. Egyptian Art. (4) The art and architecture of ancient Egypt from the predynas- 
tic period through Roman Egypt. 

230. African Art. (4) The traditional arts of Africa south of the Sahara. 

231. American Art. (4) The survey of American painting from 1600 to 1900. 

233. American Architecture. (4) A survey of American architecture from 1600 to 
1900, with emphasis on the eighteenth and early nineteenth centuries. 

235. The Arts in America. (4) A cultural and historical survey of the arts in America 
from early settlement to the present day. Attention is given to architecture, painting, 
sculpture, decorative arts, graphic arts, photography, and some commercial images 
as expressions of their time. 

241. Ancient Art. (4) A survey of architecture, painting, and sculpture from the 
prehistoric through the late Roman periods. 

242. Minoan and Mycenaean Art. (4) A survey of the architecture, painting, and 
sculpture of the Minoan and Mycenaean civilizations. 

244. Greek Art. (3) A survey of architecture, painting, and sculpture from the 
prehistoric through the Hellenistic periods. 

245. Roman Art. (4) A survey of Etruscan and Roman architecture, painting, and 
sculpture. 

246. Greek and Roman Architecture. (4) A survey of classical architecture, from the 
Archaic Greek through the late Roman period. 

247. Myth and Legend in Classical Art. (4) A study of the major myths and legends 
in Greek and Roman painting and sculpture. 

248. The Ancient City. (4) An architectural approach to the emergence of civilization 
and urbanism in the ancient world. 

249. Myth and Legend in Classical Art and Literature. (4) An investigation of the 
myths and legends in ancient Greece and Italy, using examples of the art and 
literature of the period. Art or classics credit determined at registration. Not open to 
students who have taken Art 247 or Classics 251. 

250. Twentieth Century American Art and Literature. (4) An exploration of the 
ideas, values, and feelings found in the art and literature of twentieth century figures 
such as Kandinsky, Stevens, Picasso, and Kafka. 

251. Women and Art. (4)A historical examination of the changing image of women in 
art from classical mythology through Christian iconography to the present day. 

252. Medieval Art. (4) A survey of painting and sculpture in Europe from 400 to 
1400. 

253. Medieval Architecture. (4) A survey of architecture from the time of Constan- 
tine to the beginning of the Italian Renaissance. 

256. History of Books and Printing. (2-4) An examination of the development of the 
book from the invention of printing to the present. 



68 

257. Printing on the Hand Press. (4) A study of the history of printing and books 
combined with the practical experience of learning the art and craft of printing. The 
objectives of the course are to provide a basis for the appreciation of fine printing and 
to allow the student an opportunity to learn the techniques of hand printing. 
P — Permission of instructor. 

267. Early Italian Renaissance Art. (4) An introduction to the painting, sculpture, 
and architecture of Italy from 1250 to 1500, with a concentration on the arts in 
Florence of the fifteenth century. 

268. Italian High Renaissance and Mannerist Art. (4) A study of the arts in Italy of 
the sixteenth century, with emphasis on the achievement of Leonardo da Vinci, 
Raphael, Michelangelo, Giorgione, and Titian, and the dissolution of Renaissance 
idealism in the art of the early Mannerists. 

270. Northern Renaissance Art. (4) A survey of painting, sculpture, graphic art, and 
patronage in Northern European art from 1300 to the death of Diirer in 1528. 

2712. Studies in French Art. (2) Lectures and field trips in French painting, sculp- 
ture and architecture, concentrating on the eighteenth and nineteenth centuries. 
Offered in Dijon. 

272. Baroque Art. (4) A survey of European painting and sculpture from 1600 to 
1700. 

274. Christian Imagery in Art. (4) A survey of the major narratives, themes, saints, 
personages, signs, and symbols represented in Christian art from its emergence in 
antiquity to the Renaissance. 

281. Modern Art to 1900. (4) A survey of European painting and sculpture from 
1700 to 1900, emphasizing the nineteenth century. 

282. Modern Art after 1900. (4) A survey of European and American painting and 
sculpture from 1900 to the present. P — Art 281 is recommended. 

283. Impressionism. (4) A detailed study of the French Impressionist painters, with 
some consideration of Impressionism in other art forms. 

284. Contemporary American Art. (4) An intensive study of American painting and 
sculpture from 1950 to the present. 

286. Studies in Twentieth Century Art: Myth in Modern Art. (3) An analysis of 
traditional Western and non-Western myths as expressed and interpreted by twen- 
tieth century artists. 

291. Individual Study. (4) A course of independent study with faculty guidance. 

292. Individual Study. (4) A course of independent study with faculty guidance. 

293. Practicum. (4) Internships in local cultural organizations, to be arranged by the 
Art Department. P/F. 

294. Modern Architecture. (4) A survey of European and American architecture 
from 1750 to the present, emphasizing the twentieth century. 



69 



295. Studio Seminar. (2, 4) Offered by members of the faculty or visiting faculty on 
topics of their choice and related studio activities. P — Permission of instructor. 

296. Art History Seminar. (4) Offered bv members of the faculty on topics of their 
choice. A paper is required. P — Permission of instructor. 

a. Ancient Art d. Baroque Art g. American Art 

b. Medieval Art e. Modern Art h. Modern Architecture 

c. Renaissance Art f. Contemporary Art i. American Architecture 

297. Seminar: Art and Politics. (4) In-depth examinations of works of art from the 
medieval period to the Russian Revolution, selected for their significant political 
content. 

2320. English Art, Hogarth to the Present. (4) A survey of English painting, sculp- 
ture, and architecture in the Georgian, Victorian, and modern periods. Slide lec- 
tures, student reports, museum visits, and lectures. Taught by a special lecturer. 
Offered in London. 

2693. Venetian Renaissance Art. (4) A survey of the art of the Venetian Renaissance, 
with slide lectures and museum visits. Offered in Venice. 

Studio Art** 

111. Introduction to Drawing and Design. (4) Introduction to the basic elements of 
two-dimensional and three-dimensional design, to include drawing, painting, and 
sculpture. Six class hours per week. 

112. Introduction to Painting. (4) An introduction to painting fundamentals in a 
variety of contemporary styles in the oil or acrylic media. P — Art 111. 

115. Introduction to Sculpture. (4) An introduction to basic sculptural styles and 
media, with emphasis on contemporary concepts. P — Art 111. 

117. Introduction to Printmaking. (4) Concentrated introduction to one or more of 
the following areas of printmaking: lithography, intaglio, and silkscreen. P — Art 111. 

211. Intermediate Drawing. (4) Continuation of Art 111, with concentrated empha- 
sis on drawing fundamentals and idea development in realistic and abstract styles, 
emphasizing composition, value, line, and form. Six class hours per week. P — Art 
111. 

212. Intermediate Painting. (4) Continuation of Art 112, with concentrated em- 
phasis on idea development. P — Art 1 12. May be repeated. 

215. Intermediate Sculpture. (4) Continuation of Art 1 15, with emphasis on idea 
development. P — Art 115. May be repeated. 

217. Intermediate Printmaking. (4) Continuation of Art 1 17, with emphasis on idea 
development. P — Art 117. May be repeated. 

218. Figure Drawing. (4) Introduction to figure drawing. 



**Prerequis>tes may be waived with permission of instructor. 



70 



219. Advanced Sculpture. (4) A course of individual study with faculty guidance. 
May be repeated. P — Art 215. 

222. Advanced Painting. (4) A course of individual study with faculty guidance. May 
be repeated. P — Art 212. 

223. Advanced Drawing. (4) A course of individual study with faculty guidance. May 
be repeated. P — Art 211. 

229. Advanced Printmaking. (4) A course of individual study with faculty guidance. 
P — Art 217. May be repeated. 



Asian Studies 

Balkrishna Govind Gokhale, Director 

The Asian Studies program, established in 1960 with financial assistance from the 
Mary Reynolds Babcock Foundation, is interdisciplinary in its nature and involves 
the cooperation and resources of several departments in the humanities and social 
sciences. Its objectives are to broaden the traditional curriculum with the infusion of 
a systematic knowledge and understanding of the culture of Asia. 

Asian Studies 211, 212. Asian Studies. (4, 4) Asian thought and civilization. Some 
dominant themes in Asian thought and their influence on Asian civilizations. 

Art 221. Idea and Form in Indian Art. (4) An examination of Indian ideas on the 
sacred and profane as revealed in architectural and sculptural forms in Hindu, 
Buddhist, and Muslim art in India. 

Chinese 111, 112. Elementary Chinese. (4, 4) Emphasis on the development of 
listening and speaking skills in Mandarin. Brief introduction to the writing system 
and to basic sentence patterns. Lab — one hour. 

Hindi 111, 112. Elementary Hindi. (4, 4) Attention mainly to basic Hindi grammar, 
vocabulary building, simple composition, and conversation. Lab — one hour. 

Hindi 153. Intermediate Hindi. (4) Advanced practice in Hindi composition and 
conversation and introduction to literarv Hindi. Lab — one hour. P — Hindi 111, 112, 
or equivalent. 

Hindi 211. Hindi Literature. (4) Reading and translation of selected texts in prose 
and poetry and journalistic Hindi. Lab — one hour. P — Hindi 153. 

History 341. Southeast Asia from 1511 to the Present. (4) A survey of the history and 
culture of Southeast Asia under Western colonial systems, with special reference to 
economic, social, and cultural developments, the rise of nationalism, and the emer- 
gence of new nation-states. 

History 342. The Middle East from Suleiman the Magnificent to the Present. (4) 

Major subjects covered are the rise and fall of the Ottoman Empire, the Arabs and 
Persians under Ottoman hegemony, the rise of Arab nationalism, and the emergence 
of the modern Arab states and their roles in the post-World War II era. 



71 



History 343. Imperial China. (4) Development of traditional institutions in Chinese 
society to 1644; attention to social, cultural, and political factors, emphasizing con- 
tinuity and resistance to change. 

History 344. Modern China. (4) The Manchu Dynasty and its response to the 
Western challenge, the 191 1 Revolution, the warlord era and the rise of the Com- 
munists, Chinese Communist society, and the Cultural Revolution. 

History 345, 346. History and Civilization of South Asia. (4, 4) An introduction to 
the history and civilization of South Asia, with emphasis on historical developments 
in the social, economic, and cultural life of the area. 

History 347. India in Western Literatures. (4) A one-semester historical survey of 
images of India in Western literatures, with special reference to religious and 
philosophical ideas, art, polity, society, and culture. 

History 349, 350. East Asia. (4,4) An introduction to the social, cultural, and political 
development of China, Japan, and Korea. 349: to 1600; 350: since 1600. 

Politics 234. Government and Politics of East Asia. (4) An analysis of the political 
institutions and processes in China and Japan, with emphasis on the problems of 
modernization. 

Politics 245. Government and Politics of South Asia. (4) A study of the governments 
of India, Pakistan, Nepal, and Ceylon; emphasis on political organizations, party 
structures, and subnational governmental svstems. 

Religion 360. Hinduism. (4) A study of the fundamental features of the Hindu 
tradition. 

Religion 361. Buddhism. (4) A study of the Buddhist tradition, its fundamental 
features, and its impact on the cultures of Asia. 



Biology 

Gerald W. Esch, Chairman 

Professors Charles M. Allen, Gerald W. Esch, Mordecai J. Jaffe, 

Raymond E. Kuhn, James C. McDonald, Robert L. Sullivan, Peter D. Weigl, 

Raymond L. Wyatt 

Associate Professors Ralph D. Amen, John F. Dimmick, Ronald V. Dimock Jr., 

Herman E. Eure, A. Thomas Olive, 

Assistant Professors Ramunas Bigelis, Carole L. Browne, Robert A. Browne, 

Hugo C. Lane 

Adjunct Professors Harold O. Goodman, Stephen H. Richardson 

Adjunct Associate Professor J.Whitfield Gibbons 

Research Associate Frank M. Hatcher 

At the end of the sophomore year a student electing to major in biology meets with 
a major adviser to plan the course of study for the junior and senior years. The 
requirements for completion of the major are those in effect at the time of the 



72 



conference, since the curriculum and departmental requirements may change slight- 
ly during the student's period of residence. All majors are required to take Biology 
111, 150, 151, 152, and at least one course from the following series: Biology 325, 
327, 328, 338, or 355. Co-major requirements are Chemistry 1 1 1 and 1 12 and two 
additional courses in the physical sciences. 

For students declaring majors in the spring, the requirement for a major is a 
minimum of forty-one credits in biology. The forty-one credits must include at least 
six biology courses carrying five credits. A minimum grade average of C on all 
courses attempted in biology in the College is required for graduation with a major in 
biology. (Students declaring a major later than the spring should consult with a 
biology major adviser for the specific major requirement at that time.) A minor in 
biology requires twenty credits. 

Prospective majors are strongly urged to take Chemistry 111, 112 and Biology 111, 
150 in the freshman year. They are advised to take Biology 151 and Biology 152 in 
the sophomore year, as well as organic chemistry. Deviations from this pattern may 
necessitate summer work to fit the basic courses into an orderly sequence. 

Advanced work in many areas of biology may require additional courses in 
mathematics, the physical sciences, and other areas of biology. The adviser calls these 
to the attention of the student, depending on individual needs. All 300-level biology 
courses presume a background equivalent to introductory and intermediate biology 
(that is, through Biology 152). 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in biologv.To be graduated with the distinction "Honors in Biol- 
ogy," they must complete a research project under the direction of a staff member 
and pass a comprehensive oral examination. 

111. Biological Principles. (5) Fundamental principles and concepts in biology. 
Lab — three hours. 

150. Organismic Biology. (5) Morphology and phylogeny of plants and animals. 
Lab — three hours. P — Biology 1 1 1 or permission of instructor. 

151. Cell Biology. (5) Molecular and cellular aspects of biology. Lab — three hours. 
P— Biology 1 1 1 and Chemistry 111, 112. 

152. Population Biology. (4) Population and evolutionary aspects of biology. P — 
Biology 111 or by permission of instructor. 

153. Population Biology-Laboratory. ( 1 ) Field and laboratory studies of population 
biologv.To be taken simultaneouslv with Biology 152. 

312. Genetics. (5) A study of principles of inheritance and their application to plants 
and animals, including man. Laboratory work in the methods of breeding some 
geneticallv important organisms and of compiling and presenting data. Lab — three 
hours. 

314. Evolution. (4) Analysis of the theories, evidences, and mechanisms of evolution. 

320. Chordates. (5) A studv of chordate animals, with emphasis on comparative 
anatomy and phylogeny. Dissection of representative forms in the laboratory. Lab — 
four hours. 



73 



321. Parasitology. (5) A survey of protozoan, helminth, and arthropod parasites 
from the standpoint of morphology, taxonomy, life histories, and host/parasite 
relationships. Lab — three hours. 

323. Animal Behavior. (4) A survey of laboratory and field research on animal 
behavior. (May count as biology or psychology but not both; choice to be determined 
at registration.) 

325. Plant Anatomy. (5) A study of comparative anatomy of the vascular plants, with 
emphasis on phylogeny. Lab — four hours. 

326. Microbiology. (5)The structure, function, and taxonomy of microorganisms 
with emphasis on the bacteria. Some immunological processes are considered. Lab — 
four hours. 

327. Nonvascular Plants. (5) An examination of representative nonvascular plants, 
with emphasis on morphology and phylogeny. Lab — four hours. 

328. Vascular Plants. (5) A comparative survey of the vascular plants, with emphasis 
on structure, reproduction, classification, and phylogeny. Lab — four hours. 

331. Invertebrates. (5) Systematic study of invertebrates, with emphasis on function- 
al morphology, behavior, ecology, and phylogeny. Lab — three hours. 

333. Vertebrates. (5) Systematic study of vertebrates, with emphasis on evolution, 
physiology, behavior, and ecology. Laboratory devoted to systematic, field, and 
experimental studies. Lab — four hours. 

334. Entomology. (5) A study of insects, with emphasis on structure, development, 
taxonomy, and phylogeny. Lab — four hours. 

338. Plant Taxonomy. (5) A study of the classification of seed plants, with emphasis 
on the comparative study of orders and families. Lab — four hours. 

340. Ecology. (5) Interrelationships among living systems and their environments; 
structure and dynamics of major ecosystem types; contemporary problems in ecol- 
ogy. Lab — four hours. 

341. Marine Biology. (5) An introduction to the physical, chemical, and biological 
parameters affecting the distribution of marine organisms. Lab — three hours. 

342. Aquatic Ecology. (5) A course designed to cover the general principles and 
concepts of limnology and aquatic biology as they apply to lentic and lotic habitats. A 
major portion of the field study is centered at the Charles M. Allen Biological Station. 
Lab — three hours. 

344. Population and Evolutionary Biology. (5) Readings and discussions of topics in 
evolutionary ecology, including population dynamics, life history strategies, com- 
petition, niche theory, resource partitioning and community structure, species di- 
versity, and ecological successions. Lab — three hours. 

348. Quantitative Biology. (4) An introduction to statistical methods used by 
biologists, including descriptive statistics, hypothesis-testing, analysis of variance, 
and regression and correlation. (A student who receives credit for this course may 
not also receive credit for Business 201, Mathematics 157, Sociology 380, or Anthro- 
pology 380.) 



74 



350. Physiology. (5) A lecture/laboratory course dealing with the phvsicochemical 
functions common to multicellular organisms, with emphasis on the principles and 
processes of nutrition, metabolism, development, and behavior. Lab — three hours. 

351. Animal Physiology. (5) A lecture and laboratory course which discusses and 
demonstrates the principles of bioelectricity and biomechanics. Regulatory princi- 
ples and the physiology of the cardiovascular, respiratory, and renal systems of 
vertebrates are covered. Lab — three hours. P — Biology 151. 

352. Plant Physiology. (5) A study of the mechanisms by which various plant systems 
function, thematicallv structured around the plant life cycle. Lab — three hours. 

354. Endocrinology. (4) A lecture course which explores the evolution of hormones 
and endocrine glands, and the physiology of the main endocrine systems of verte- 
brates. The last part of the course will involve group presentations of clinical case 
histories in endocrine homeostasis. P — Biology 151. 

355. Developmental Physiology. (5) The application of the principles and postulates 
of molecular biology to the phenomenon of development in multicellular organisms 
with emphasis on the genetic and hormonal mechanisms of differentiation, toti- 
potency, and morphogenesis. Lat) — three hours. 

357. Cryptobiology. (5) The genetic and physiologic mechanisms of common states 
of biotic rest in multicellular organisms: quiescence, dormancy, diapause, hiberna- 
tion, estivation, sleep, and coma. Focus will be on the relation of states of biotic rest to 
senescence and death. 

360. Development. (5) A study of development, including aspects of vertebrate, 
invertebrate, and other developmental systems, emphasizing the regulation of dif- 
ferentiation. Labj — four hours. 

362. Immunology. (4) A study of the components and protective mechanisms of the 
immune system. 

370. Biochemistry. (5) A lecture and laboratory course in biochemistry, including 
principles of biochemistry, chemical composition of living systems, intermediary 
metabolism, enzyme kinetics, biochemical techniques, and biochemical energetics. 
Lab — three hours. 

372. Histology. (5) A study of the structure and function of cells, tissues, and organs, 
with laboratory for examination of prepared histological slides. Lab — three hours. 
P— Biology 151. 

374. Microtechnique. (4) An introduction to the biological application of light and 
electron microscopy. Not to be taken for credit toward major. Lecture/lab — six 
hours. P — Biology 151 and permission of instructor. 

375. Regulation of Biochemical Processes. (4) An advanced biochemistry course 
with emphasis on processes that regulate metabolism at both the cellular and organis- 
mal levels. Consideration will be given to molecular mechanisms as well as the 
physiological consequences. 

376. Icthyology. (5) A comparative study of structure/function, classification, and 
phylogeny of fish. Lab — three hours. 



75 

391, 392. Special Problems in Biology. (2, 2) Independent library and laboratory 
investigation carried out under the supervision of a member of the staff. Pass/Fail or 
for grade at discretion of the instructor. P — Permission of instructor. 

393, 394. Special Problems in Biology. (2, 2) Courses designed for students who 
wish to continue special problems beyond Biology 391 and 392. Pass/Fail optional. 
Not to be counted toward major. P — Permission of instructor. 

395. Philosophy of Biology. (4) Lecture/seminar course dealing with the rational 
structure of the biologic sciences with emphasis on the reductionistic, organismic, 
and teleonomic paradigms and theories of modern biology. The structure of major 
bio-scientific theories will receive emphasis. 

397. Seminar in Biology. (2^1) Consideration of major biological topics through 
intensive reading and discussions. 

398. Scientific Communications. (3) An introduction to bibliographic and graphic 
methods, including microscopy, photography, scientific illustration and writing, and 
preparation of manuscripts. Not to be counted for credit toward degree in biology. 
Open to juniors or by permission of instructor. 

Business and Accountancy 

See School of Business and Accountancy, page 152 of this bulletin. 

Chemistry 

R. E. Noftle, Chairman 

Professors H. Wallace Baird, Phillip J. Hamrick Jr., Roger A. Hegstrom, 

Harry B. Miller, Ronald E. Noftle, John W. Nowell 

Associate Professors Paul M. Gross Jr., Willie L. Hinze 

Assistant Professors Charles F. Jackets, Susan C. Jackets, Richard R. M. Jones 

The department offers programs leading to the B.A. and B.S. degrees in chemistry 
and is on the list of departments certified by the American Chemical Society. 

The Bachelor of Arts degree in chemistry includes Chemistrv 1 1 1, 1 12 or 1 18, 221, 
222, 341, 342, 361; Mathematics 111; and Physics 111, 112 or its equivalent. It is 
recommended that Mathematics 1 12 should be taken before Chemistry 341. 

The Bachelor of Science degree in chemistry includes Chemistrv 111, 112, or 118, 
221, 222, 334, 341, 342, 36 1,37 1,391, or 392; Mathematics 111 and 1 12; and Physics 
121, 122 or 111, 112. Other courses which are strongly recommended for the B.S. 
degree candidate are Mathematics 113, 121 and 251 and Physics 161, 162. 

A minor in chemistry requires twenty-three credits in chemistry and must include 
at least one of the following courses: 323, 334, 341, 342, 361, 362, 371. 

Chemistry 231 is an elective course designed to strengthen the student's back- 
ground in analytical chemistry. Some professional schools specifically require such a 
course. 

Unless otherwise stated, all chemistry courses are open to chemistry majors on a 
letter grade basis only. Majors are also required to complete on a letter grade basis the 



76 



related physics and mathematics courses, both those which are required and those 
which are strongly recommended. 

An average of C in the first two years of chemistry is required of students who elect 
to major in the department. Admission to any class is contingent upon satisfactory 
grades in prerequisite courses, and registration for advanced courses must be 
approved by the department. Candidates for either the B.A. or B.S. degree with a 
major in chemistry must have a C average in their required chemistry courses 
numbered 200 or above. 

Qualified majors are considered for honors in chemistry. To be graduated with the 
designation "Honors in Chemistry," a student must complete satisfactorily Chemis- 
try 391, 392 or an independent study project approved by the department and an 
examination covering primarily the independent study project. For additional in- 
formation members of the departmental faculty should be consulted. 

Prospective majors are urged to take Chemistry 111, 1 12 in the freshman year. For 
B.S. majors the following schedule of chemistry and closely related courses is recom- 
mended: 

Freshman Sophomore Junior Senior 

Chemistry 111, 112 Chemistry 221, 222 Chemistry 341, 342 Chemistry 361 

Mathematics 111, 112 Mathematics 113, 121 Chemistry 334 Chemistry 371 

Physics 121, 122 Physics 161, 162 Chemistry 391 or 392 

Mathematics 251 



111, 112. College Chemistry. (5, 5) Fundamental chemical principles. Laboratory 
covers experimental aspects of basic concepts. Lab — three hours. 

118. Principles of Chemistry. (5) Fundamental chemical principles, with emphasis 
on structural concepts. Laboratory work on experimental aspects of basic concepts. 
Lab — four hours. P — Chemistry 1 1 1 or permission of instructor. 

221, 222. Organic Chemistry. (5, 5) Principles and reactions of organic chemistry. 
Lab — four hours. P — Chemistry 1 12 or 118. 

231. Quantitative Analysis. (4) Principles and methods of quantitative analysis. 
P — Chemistry 112. Lecture — two hours, Lab — four hours. Offered fall and spring. 

323. Organic Analysis. (5) The systematic identification of organic compounds. 
Lab — four hours. P — Chemistry 222. 

324. Chemical Synthesis. (2 or 4) A library, conference, and laboratory course. 
Lab — four or eight hours. P — Chemistry 222. 

334. Chemical Analysis. (5) Theoretical and practical applications of modern 
methods of chemical analysis. Lab — four hours. C — Chemistry 341. 

341, 342. Physical Chemistry. (5, 5) Fundamentals of physical chemistry. Lab — four 
hours. P— Chemistry 112 or 118, Mathematics 111, Physics 111, 112, or 121, 122. 

361. Inorganic Chemistry. (5) Principles and reactions of inorganic chemistry. 
Lab — four hours. P — Chemistry 341. 



77 



362. Inorganic Chemistry. (4) Continuation of principles of inorganic chemistry 
with practical applications to inorganic systems. P — Chemistry 361. 

371. Introductory Quantum Chemistry. (4) Introduction to the quantum theory and 
its application to chemical systems. P — Chemistry 342 or permission of instructor. 

381, 382. Chemistry Seminar. (0, 0) Discussions of contemporary research. Attend- 
ance required of B.S. chemistry majors in the junior and senior years. 

391, 392. Undergraduate Research. (2, 2) Undergraduate research. Lab — six hours. 

Classical Languages 

Robert W. Ulery Jr., Chairman 

Professor Carl V. Harris 

Associate Professors John L. Andronica, Robert W. Ulery Jr. 

Visiting Assistant Professor Bruce D. MacQueen 

Instructor Alice H. Zigelis 

The Department of Classical Languages offers three majors: Greek, Latin, and 
classical studies. Minors are offered in Greek and in Latin. 

A major in Greek requires forty credits in the department. Thirty-two of these 
credits must be in the Greek language. Classics 270 is also a requirement. 

A minor in Greek requires twenty-five credits: Greek 111-112, 153, 21 Land either 
212 or 231; and Classics 270. 

For those who begin Latin with Latin 1 1 1 or 1 1 3, a major requires thirty-six credits 
in the department beyond the elementary level (111, 112 or 113). Twenty-eight of 
these credits must be in the Latin language. For those who begin in the College with 
Latin 153, a major requires thirty-six credits in the department. Twentv-eight of 
these credits must be in the Latin language. For those who begin with a 200-level 
course in the College, a major requires thirty-two credits in the department. Twenty- 
four of these credits must be in the Latin language. 

A minor in Latin requires three 200-level courses in Latin; Classics 271; and one 
additional course (three or four credits) in Greek or Latin or classics. 

A major in classical studies requires fifty-six credits. A minimum of thirty-six 
credits of course work must be taken in the department. A maximum of forty-eight 
credits in the department may be exceeded only if a student undertakes course work 
in both Latin and Greek. The student must take a minimum of two courses at the 
200-level in either Greek or Latin and the following: Art 241 (Ancient Art), Classics 
265 (Greek Literature), Classics 272 (Latin Literature), Classics 270 (Greek Civilization), 
and Classics 27 1 (Roman Civilization). 

A maximum of sixteen credits may be taken in the following: Art 227 (Art of the 
Ancient N ear East) , 252 (Medieval Art) , 242 (Minoan and Mycenaean Art), 244 (Greek Art), 
245 (Roman Art), 246 (Greek and Roman Architecture); History 215, 216 (The Ancient 
World); Philosophy 201 (Ancient and Medieval Philosophy), 230 (Plato), 231 (Aristotle); 
Religion317 (The Ancient Near East), 363 (Hellenistic Religions); Hebrew 111, 112, 153, 
211. Other courses may be allowed with the permission of the department. 

The requirements for certification to teach Latin in high school are the same as the 



78 



requirements for a major in Latin. A major in classical studies serves as an appropri- 
ate part of the program of studies required for certification to teach Latin in high 
school. A student wishing to secure this certification should confer with the chairman 
of the department. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in Latin, Greek, or classical studies. To be graduated with the 
designation "Honors in Latin," "Honors in Greek," or "Honors in Classical Studies," 
a student must complete an honors research project and pass a comprehensive oral 
examination. For honors in Latin or Greek, at least two of the courses counted toward 
the major must be seminar courses; for honors in classical studies, at least one 
seminar course in Latin or Greek is required. For additional information members of 
the departmental faculty should be consulted. 

Greek 

111, 112. Elementary Greek. (5, 5) Greek grammar; selections from Greek prose 
writers and poets. 

153. Intermediate Greek. (4) Grammar and Xenophon's Anabasis. Thorough drill in 
syntax. 

211. Plato. (4) Selections from the dialogues of Plato. 

212. Homer. (4) Selections from the Iliad and the Odyssey. 

221, 222. Selected Readings. (3, 3) Intensive reading courses designed to meet 
individual needs and interests. 

231. The Greek New Testament. (4) Selections from the Greek New Testament. 

241. Greek Tragedy. (3) Euripides' Medea. This course includes a study of the origin 
and history of Greek tragedy, with collateral reading of selected tragedies in transla- 
tion. Seminar. 

242. Greek Comedy. (3) Aristophanes' Clouds. This course includes a study of the 
origin and history of Greek comedy, with collateral reading of selected comedies in 
translation. Seminar. 

291, 292. Honors in Greek. (2, 2) Directed research for honors paper. 

Latin 
111, 112. Elementary Latin. (4, 4) Introduction to Latin grammar. 

113. Elementary Latin. (5) Introduction to Latin grammar. Covers material of Latin 
1 1 1 and 1 12 in one semester. Not open to students who have had Latin 1 1 1 or 1 12. 

153. Intermediate Latin. (5) Grammar review and selected readings. 

211. Vergil. (4) Intensive readings from the Aeneid. with emphasis on literary values. 

212. Roman Historians. (4) A reading of the works of Sallust and Livy, with attention 
to historical milieu and the norms of ancient historiography. 



79 



216. Roman Lyric Poetry. (4) An interpretation and evaluation of lyric poetry 
through readings from a wide variety of the poems of Catullus and Horace. 

221. Tacitus. (4) A reading and critical analysis of the works of Tacitus. 

225. Roman Epistolography. (4) Selected readings from the correspondence of 
Cicero and Pliny the Younger and the literary epistles of Horace and Ovid. 

226. Roman Comedy. (4) Reading of selected comedies of Plautus and Terence, with 
a study of literary values and dramatic techniques. 

241. Satire I. (3) Selected readings from Lucilius, Horace, and Juvenal. Attention 
given to the origin and development of the genre. Seminar. 

242. Satire II. (3) Readings from Petronius and the Ludus de Morte Claudii. Seminar. 

243. Latin Readings. (3) A course designed to meet individual needs and interests. 
250. Prose Composition. (2) 

261. Lucretius. (3) Readings from the De Return Natura, with attention to literary 
values and philosophical import. Seminar. 

262. Cicero. (3) Readings from Cicero's philosophical essays, with a survey of Greek 
philosophical antecedents. 

265. The Elegiac Poets. (3) Readings of Tibullus, Propertius, and Ovid, with study of 
the elegiac tradition. Seminar. 

291, 292. Honors in Latin. (2, 2) Directed research for honors paper. 



Classics 

220. Greek and Latin in Current Use. (3) A systematic study of Greek and Latin loan 
words, roots, prefixes, and suffixes as elements of English and specialized vocab- 
ularies (e.g., scientific and legal). A knowledge of the Greek and Latin languages is not 
required. 

251. Classical Mythology. (4) A study of the most important myths of the Greeks and 
Romans. Many of the myths are studied in their literary context. A knowledge of the 
Greek and Latin languages is not required. 

252. Women in Antiquity. (3, 4) The course explores the place of women in Greek 
and Roman society, men's views of them, their views of themselves, and their 
contribution to society, through primary source readings from the ancient authors. A 
knowledge of the Greek and Latin languages is not required. 

253. Greek Epic Poetry. (4) Oral epic poetry, with primary emphasis on the Iliad and 
the Odyssey of Homer and the later development of the genre. A knowledge of the 
Greek language is not required. 

254. Roman Epic Poetry. (4) A study of the Latin treatment and development of the 
literary form, with emphasis on Lucretius, Vergil, Ovid, and Lucan. A knowledge of 
the Latin language is not required. 



80 



263. Tragic Drama. (4) A study of the origins and development of Greek tragedy and 
its influence on Roman writers, with readings from Aeschylus, Sophocles, and 
Euripides. A knowledge of the Greek and Latin languages is not required. 

264. Greek and Roman Comedy. (4) Representative works of Aristophanes, 
Menander, Plautus, and Terence, with attention to the origins and development of 
comedy. A knowledge of the Greek and Latin languages is not required. 

265. A Survey of Greek Literature. (4) A study of selections from Greek literature in 
English translation. A knowledge of the Greek language is not required. 

270. Greek Civilization. (3) Lectures and collateral reading upon those phases of 
Greek civilization which have particular significance for the modern world. A know- 
ledge of the Greek language is not required. 

271. Roman Civilization. (3) Lectures and collateral reading upon the general 
subject of Rome's contribution to the modern world. A knowledge of the Latin 
language is not required. 

272. A Survey of Latin Literature. (4) A study of selections from Latin literature in 
English translation. A knowledge of the Latin language is not required. 

288. Individual Study. (2-4) 

291, 292. Honors in Classical Studies. (2, 2) Directed research for honors paper. 

Economics 

J. Van Wagstaff, Chairman 

Professors J. Van Wagstaff, John C. Moorhouse 

Associate Professor Donald E. Frey 

Assistant Professors J. Daniel Hammond, Michael L. Wyzan 

Visiting Assistant Professors S. Hugh High, Clifford D. Goalstone 

Instructor Claire H. Hammond 

The objectives of the economics program are to help prepare students for effective 
participation in the decision-making processes of society, to develop analytical skills 
in solving economic problems, to promote a better understanding of alternative 
economic systems, and to provide a balanced curriculum to prepare students for 
graduate study or positions in industry and government. 

The major in economics requires a minimum of thirty-six credits in economics, 
including Economics 151, 152, 201, and 202.* The department recommends that 
majors take Mathematics 1 1 1 and 157, either to fulfill the Division II requirement or 
as electives. A student may offer up to five credits toward the thirty-six credits 
required for a major by taking one of the following courses, provided that, for(c), (d), 
or (e), the complementary course in economics is successfully completed. 



^Economics 111 satisfies the requirement for Economics 151 and 152 by permission of the 
department. 



81 

(a) Mathematics 112. Second semester of Calculus. (5) 

(b) Philosophy 279. Philosophy of Science. (4) 

(c) Politics 210. Policy Analysis. (4) (Economics 221. Public Finance) 

(d) History 344. Modern China. (4) (Economics 255. Comparative Economic Sys- 
tems) 

(e) History 332. Russia. (4) (Ecnomics 255. Comparative Economics Systems) 

The remaining courses for a major in economics and courses in related fields are 
selected by the student and the adviser. A minimum grade average of C on all courses 
attempted in economics is required for graduation. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in economics. To be graduated with the designation "Honors in 
Economics," they must complete a satisfactory economics research project, pass a 
comprehensive oral examination on the project, and complete Economics 281 or 282 
and Economics 288. For additional information members of the departmental facul- 
ty should be consulted. 

The Departments of Mathematics and Economics offer a joint major leading to a 
Bachelor of Science degree in mathematical economics. This interdisciplinary pro- 
gram, consisting of no more than fifty-six credits, affords the student an opportunity 
to apply mathematical methods to the development of economic theory, models, and 
quantitative analysis. The major consists of the following course requirements: 
Mathematics 111, 112, 113, 121, 251; Economics 151, 152, 201, 202, 203; a joint 
seminar in mathematical economics; and three additional courses chosen with 
approval of the program advisers. Students electing the joint major must receive 
permission from both the Department of Economics and the Department of 
Mathematics. 

Highly qualified majors may be invited to apply for admission to the honors 
program in the joint major. To be graduated with the designation "Honors in 
Mathematical Economics," they must complete a senior research paper and pass a 
comprehensive oral examination on the project. For additional information mem- 
bers of the department faculty should be consulted. 

111. Introduction to Economic Analysis. (4) A survey of the discipline for students 
who wish to take only one course in economics. Elementary supply and demand 
analysis is considered, in addition to more general topics involving the formation of 
national economic policy. (Credit is not granted for this course and Economics 1 5 1 or 
152.) 

151. Principles of Economics. (4) A study of individual economic units in a market 
economy, with some attention to monopoly, labor unions, and poverty. 

152. Principles of Economics. (4) Attention is focused on the functioning of the 
economy as a whole, with particular reference to employment, inflation, economic 
growth, and policy. P — Economics 151. 

170. Public Choice. (4) Traditional tools of economic analysis are employed to 
explore such topics in political science as political organization, elections, coalition 
formation, the optimal provision of public goods, and the scope of government. 
P — Economics 151, 152. 



82 

188. Individual Study. (4) Directed readings in a specialized area of economics. 
P — Permission of the instructor. 

201. Microeconomics Theory. (4) Develops the theory of consumer behavior and the 
theory of the firm, with emphasis on price and output determination under various 
market conditions. P — Economics 151, 152. 

202. Macroeconomic Theory. (4) A study of Keynesian and post-Keynesian theories 
about the determination of the level of national income, employment, and economic 
growth. P — Economics 151, 152. 

203. Introduction to Econometrics. (5) Economic analysis through quantitative 
methods, with emphasis on model construction and empirical research. P — 
Economics 151, 152; and Mathematics 157, or 121. 

204. Economic Indicators. (2) The theory, construction, and interpretation of 
significant quantitative indicators of economic behavior, such as the unemployment 
rate and the various price indices. P — Economics 151, 152. 

205. Seminar in Mathematical Economics. (4) Calculus and matrix methods used to 
develop basic tools of economic analysis. P — Mathematics 111, 112 and Economics 
201. 

221. Public Finance. (4) An examination of the economic behavior of government. 
Includes principles of taxation, spending, borrowing, and debt-management. P — 
Economics 151, 152. 

222. Monetary Theory and Policy. (4) A rigorous development of the theory of 
supply and demand for money, plus the interrelationship among prices, interest 
rates, and aggregate output. P — Economics 151, 152. 

224. Law and Economics. (4) An economic analysis of property, contracts, torts, 
criminal behavior, due process, and law enforcement. P — Economics 151, 152. 

242. Labor Economics. (4) Economic analysis of wages and hours, employment, 
wage and job discrimation, investment in education, and unions. P — Economics 151, 
152. 

244. Industrial Organization. (4) An analysis of market structure, with particular 
reference to organization practices, price formation, efficiency, and public regula- 
tion. P — Economics 151, 152. 

248. Resource Economics. (4) The economic theory of natural resource allocation 
and environmental quality. P — Economics 201. 

251. International Economics. (4) A study of international trade theory, balance of 
payments, foreign exchange, trade restrictions, and commercial policies. 
P — Economics 201. 

252. Economic Growth and Development. (4) A study of the problems of economic 
growth, with particular attention to the less developed countries of the world. 
P — Economics 151, 152. 



83 



255. Comparative Economic Systems. (4) An examination of several major non- 
capitalist economies, with special reference to the Soviet Union, Yugoslavia, and the 
People's Republic of China. P — Economics 151, 152. 

256. Urban Economics. (4) Application of economic theory to suburbanization, land 
values, urban decay, zoning, location decisions of firms and households, and metro- 
politan fiscal problems. P — Economics 151, 152. 

261. American Economic Development. (4) The application of economic theory to 
historical problems and issues in the American economy. P — Economics 151, 152. 

262. History of Economic Thought. (4) An historical survey of the main develop- 
ments in economic thought from the Biblical period to the twentieth century. 
P — Economics 151, 152. 

271, 272. Selected Areas in Economics. (4, 4) A survey of an important area in 
economics not included in the regular course offerings. The economics of housing, 
education, technology, and health services are examples. Students should consult 
with instructor to ascertain topic before enrolling. P — Economics 151, 152. 

275. Economic Philosophers. (4) An in-depth study of the doctrines and influence of 
three major figures in economics, such as Smith, Marx, and Keynes. P — Economics 
201, 202. 

281. Seminar in Economic Theory and Policy: Micro. (4) Microeconomic analysis of 
contemporary issues, with emphasis on contributions to policy. P — Permission of 
instructor. 

282. Seminar in Economic Theory and Policy: Macro.(4) A consideration of recent 
developments in macroeconomic theory with a discussion of their implications for 
policy. P — Permission of instructor. 

288. Economic Research. (4) Development and defense of a senior research project. 
Required of candidates for departmental honors. P — Permission of department. 

Education 

Joseph O. Milner, Chairman 
Professors Thomas M. Elmore, John E. Parker Jr., Herman J. Preseren, 

J. Don Reeves 

Associate Professors John H. Litcher, Joseph O. Milner 

Assistant Professors Patricia M. Cunningham, Linda Nielsen, 

Leonard P. Roberge 

Visiting Lecturers Joseph Dodson, Corinne Schillin, 

Richard I. Tirrell 

Instructor Nancy Magruder 

Because Wake Forest University believes that the educational profession is impor- 
tant to society and that the welfare of mankind is significantly affected by the quality 
of its educational leadership, one of the important objectives of the University has 
been and continues to be the preparation of teachers and other professional school 



84 



personnel. The University's commitment to quality in teacher education is demon- 
strated by selective admission to the program, a wide range of professional courses, 
and closely supervised internships appropriate to the professional needs of students. 

Prospective teachers either major in other academic areas and take education 
courses to earn secondary certification or earn intermediate, science, or social studies 
certification as majors in the Department of Education. Certification for the primary 
grades can also be earned by intermediate majors who wish to extend their range of 
teaching certification. In addition to the professional program, the department 
provides a non-professional minor and elective courses open to all students. 

Teacher Certification. The North Carolina State Department of Public Instruction 
issues the Professional Class A Teacher's Certificate to graduates who have com- 
pleted an approved program, including the specified courses in their teaching 
field(s) and the prescribed courses in education, who have demonstrated specific 
competencies, and who receive recommendations from the designated officials(s) of 
their teaching area(s) and from the chairman of the department or a deputy. 

Special students (those not having completed prior to graduation an approved 
certification program from this or another institution) are required to secure from 
the department an analysis of their deficiencies and a plan for completing the Class A 
Certificate. Information about certification requirements for other states can be 
secured from the department as assistance in planning a program to meet the 
certification requirements of those states. 

Admission Requirements. Admission to the teacher education program normally 
occurs during the sophomore year. Admission involves filing an official application 
with the department, being screened by faculty committees, and being officially 
approved by the department. 

Course Requirements. The approved program of teacher education requires candi- 
dates to complete successfully a series of professional education courses. The exact 
sequence of professional and academic courses varies with a student's particular 
program and is determined in conference with the candidate. For those seeking 
secondary certification the majority of the professional work is taken during one 
semester of the senior year. Candidates for the intermediate certificate may begin 
course work required for certification as early as the sophomore year. A cooperative 
agreement with Salem College gives education majors the additional opportunity to 
be certified in learning disabilities. 

Student Teaching. Prerequisites for registering for student teaching include (1) 
senior, graduate, or special student classification; (2) completion of school practicum 
and foundations of education courses; (3) an average of at least C on all course work; 
(4) an average of at least C on all courses taken in the area(s) of certification; (5) 
departmental approval for admission to the teacher education program. 

Students are assigned to student teaching opportunities by public school officials 
on the basis of available positions and the professional needs of the student and the 
public school system. (The University does not assume the responsibility for trans- 
portation to schools during student teaching.) For both secondary and intermediate 
students one semester of the senior year is reserved for the student teaching experi- 
ence and the block of courses preparatory to that experience in the schools. Students 



85 



may not take other courses during this semester without the approval of the Director 
of Teacher Education. 

Teaching Area Requirements 

English — Thirty-six credits, including four credits from courses numbered 160-175; 
at least sixteen credits from courses numbered 300—399; 323; 390. 
French — Thirty-six credits, including French 153, 216 or 217, 219, 221, 224, or their 
equivalents; at least eight credits in French literature beyond 217. 
Spanish— Thirty-six credits, including Spanish 1 53, 2 1 5 or 2 1 6, 2 1 7, 22 1 . 223, 224, or 
their equivalents; eight credits from 225, 226, 227; at least four additional credits in 
literature. 

French and Spanish — Fifty-six credits, including French 153x, 216, 217, 221, 222, and 
224, plus Spanish 153x; either 215 or 216; 219; 221; either 223 or 224; and eight 
credits from 225, 226, 227, or their equivalents. 

German — Thirty-two credits, including German 153, 211, 212; eight credits from 
German 217, 218, 219, 220; at least twelve credits in German literature beyond 212. 
Latin — The requirements are the same as those for the major in Latin. 
Intermediate Education — Forty-two credits, including appropriate basic and divisional 
course requirements; eight credits in language arts; eight credits in social studies; 
eight credits in science; eight credits in mathematics; four credits in music; four 
credits in humanities; two credits in physical education. Remaining certification 
requirements are obtained through intermediate education courses and an academic 
concentration in one of the teaching areas of the intermediate grades. 
Mathematics— Forty credits, including Mathematics 111,112,113,121,221,231, 332; 
at least eight credits from other 300-level courses. 

Music— Forty-eight credits, including Music 171, 172, 173, 174, 181, 182, 186, 187, 
188; Education 280, 282, 284, 289, and 291. 

Physical Education and Health — Forty-three credits, including Physical Education 220, 
221, 222, 224, 230, 240, 250, 353, 357, 360, 363; Biology 111 and 150. 
Science — Ten credits each in biology, chemistry, and phvsics; eight credits in mathe- 
matics; additional work in the area of concentration: biology (twenty credits), chemis- 
try (twenty credits), or physics (seventeen credits). For certification in the individual 
Fields of science, the following are required: biologv (thirty credits), chemistrv (thirty 
credits), or physics (twenty-seven credits). 

Social Studies — Forty-eight credits, including twenty-four credits in history, with at 
least six to eight credits in United States history and six to eight credits in world 
(European) history; twenty credits from politics, sociology, anthropology, or 
economics, with no more than eight credits in any one area; and four credits in 
geography. For certification in the individual fields of the social studies, the following 
are required: economics (twenty-four credits), politics (twenty-four credits), history 
(twenty-four credits, with at least six to eight credits in United States history and six to 
eight credits in world [European] history), and sociology (twenty-four credits). 
Speech Communication — Forty-four credits, including Speech Gommunication 121, 
151 or 152, 153, 155 or 376, 161, 231, 252 or S355, 261, and 241 or 245 or 283, 284, 
and two 300-level speech communication electives. 



86 



Theatre Arts — Forty to forty-two credits, including Speech Communication 121, 151, 
223, 23 1 , 226, 227, 283, 284, 332 or S324, and 327 or 328; English 329 or 323 or 369; 
Physical Education 162. 

Speech and Theatre — Fifty credits, including Speech Communication 121 or 241 or 
245, 151 or 152, 153, 155, or 376, 161 or 227, 231, 223, 226, 252 or S355, 261, 283, 
284, 321, 322. 

Education courses required for a secondary or special subject certificate are 
Education 20 1 , 202 or 203, 2 1 1 , 2 1 4, 25 1 , 29 1 and 383. Education courses required 
for an intermediate certificate are Education 201, 202 or 203. 211, 221, 222, 251, 
271, 293, 295, 296, 313, and 383. A minor in educational studies requires Education 
201, 21 1, 303, 304, 313, and Education 393 or 214. A minor in professional educa- 
tion requires Education 201. 202, or 203, 211, 214, 251. 291, and 383. 

201. Foundations of Education. (4) Philosophical, historical, and sociological foun- 
dations of education, including analysis of contemporary issues and problems. 

202 or 203. School Practicum. (2) Assigned experiences in elementary and secon- 
dary schools. Weekly seminar. Pass/Fail only. 

211. Educational Psychology. (4) The theories, processes, and conditions of effec- 
ti\e teaching/learning. P — Education 201 or permission of instructor. 

214. The School and Teaching. (4) Organization of the school system; bases of 
education; the curriculum; major problems of education and teaching; the role of 
the teacher; psychological aspects of teaching. P — Education 201 and permission of 
instructor. 

221. Children's Literature and Reading. (4) A survey of the types of literature 
appropriate for the intermediate grades and an investigation of the basic problems in 
reading. 

222. The Arts in the Intermediate Grades. (4) The development of skills in music 
and fine arts appropriate to the intermediate grades. 

223. Health and Physical Education for the Intermediate Grades. (4) The develop- 
ment of physical education skills appropriate for the intermediate grade teacher and 
an understanding of the personal and community health needs appropriate for the 
grade level. 

251. Student Teaching. (6) Observation and experience in school-related activities. 
Supervised student teaching. Pass/Fail only. P — Education 201 and permission of 
instructor. 

252. Student Teaching. (2) Observation and experience in the Primary Grades K— 3. 
Pass/Fail. P — Permission of instructor. 

271. Introduction to Geography. (4) A study of the physical environment and its 
relationship to man, including an examination of climate, soils, water resources, and 
land forms found in various regions throughout the world. 

272. Geography Study Tour. A guided tour of selected areas to study physical, 
economic, and cultural environments and their influence on man. Background 
references for reading are suggested prior to the tour. 



87 



280. Orchestration. (4) A study of the orchestral and wind band instruments, how 
composers have used them throughout history, and the development of practical 
scoring and manuscript skills. Offered in alternate years. P — Music 174, 184. 

282. Conducting. (4) A study of choral and instrumental conducting techniques, 
including practical experience with ensembles. Offered in alternate years. P — Music 
174, 184." 

284. Music Literature Seminar. (3 or 4) A survey of repertoire, including an ex- 
amination of teaching materials in the student's special area of interest. P — Music 
174, 184 and permission of instructor. 

289. Ensemble Methods. (2) A practical study of choral and instrumental techniques. 
Discussion of tonal development, administration, bibliography, choral and in- 
strumental repertoire, marching band, and instrumental problems. P — Music 101 or 
102 or permission of instructor. 

291. Methods and Materials. (4) Methods, materials, and techniques used in teaching 
the various subjects. P — Education 201 and permission of instructor. 

Teaching of English. Fall. 

Teaching of Foreign Language. Spring. 

Teaching of Mathematics. Spring. 

Teaching of Music. Fall. 

Teaching of Physical Education and Health. Spring. 

Teaching of Science. Fall. 

Teaching of Social Studies.FdW. 

Teaching of Speech Communication. Spring. 

Teaching of Theatre Arts. Fall. 

292. Primary Methods. (4) Classroom organization, teaching strategies, and mate- 
rials appropriate to subjects taught in grades K— 3. P — Permission of instructor. 

293. Intermediate School Curriculum: Theory and Practice. (3) General principles 
of curriculum construction and teaching methods. Introduction to the use of audio- 
visual materials and equipment. 




Linda N. Nielsen of the Department of Education conducts a seminar. 



295. Methods and Materials for Teaching Language Arts and Social Studies. (4) A 

survey of the basic materials, methods, and techniques of teaching the language arts 
and social studies in the intermediate grades. P — Permission of instructor. 

296. Methods and Materials for Teaching Science and Mathematics. (4) A survey of 
the basic materials, methods, and techniques of teaching science and mathematics in 
the intermediate grades. P — Permission of instructor. 

301. Audiovisual Education. (4) Introduction to the field of audiovisual education; 
development and application of skills in the use of instructional materials, equip- 
ment, and programs. 

302. Production of Instructional Materials. (4) Methods of producing instructional 
materials and other technological techniques. P — Education 301. 

303. History of Western Education. (4) Educational theory and practice from 
ancient times through the modern period, including American education. 

304. Theories of Education. (4) Contemporary proposals for educational theory and 
practice studied in the context of social issues. 

306. Studies in the History and Philosophy of Education. (4) A study of selected 
historical eras, influencial thinkers, or crucial problems in education. Topics 
announced annually. 

313. Human Growth and Development. (4) A study of the intellectual, emotional, 
and physical components of growth from birth to adolescence, with special concern 
for the educational implictions of this process. 

323. Educational Statistics. (4) Descriptive, inferential, and nonparametric statistical 
procedures involved in educational research. Not open to students who have taken 
Psychology 211 and 212. P — Permission of instructor. 

341. Principles of Counseling and Guidance. (4) Counseling history, philosophy, 
theory, procedure, and process. Therapeutic and developmental counseling 
approaches in guidance and personnel work in education, business, and community 
service agencies. 

383. Reading in the Content Areas. (2) The course provides an introduction to 
teaching the basic reading skills at the intermediate and secondary level; vocabulary, 
comprehension, reading rate, selection of texts, and critical and interpretive reading. 
Particularly stressed are diagnoses of reading problems and techniques for correct- 
ing these problems in specific subject content areas. 

390. Education of Exceptional Persons. (4) A survey of the types of exceptionality. 
Emphasis will be placed on characteristics, identification, educational programming, 
management, and evaluation. 

391. Teaching the Gifted. (4) An investigation of theory and practice pertinent to 
teachers of the gifted. 

392. The Psychology of the Gifted Child. (4) A discussion of giftedness and creativ- 
ity in children and the relationship of those characteristics to adult superior perform- 
ance. Topics to be covered include a history of the study of precocity, methods and 



89 



problems of identification, the relationship of giftedness and creativity, personality 
characteristics and social-emotional problems of gifted children, and the social 
implications of studying giftedness. 

393. Individual Study. (2, 4) A project in an area of study not otherwise available in 
the Department of Education. Permitted upon departmental approval of petition 
presented by a qualified student. 

394. Internship in Education of the Gifted. (4) An intensive period of observation 
and instruction of gifted students. Readings and directed reflection upon the class- 
room experience will be used to develop a richer understanding of such a special 
school setting. 



English 

Robert N. Shorter, Chairman 

Professors John A. Carter Jr., Doyle R. Fosso, Thomas F. Gossett, 

Alonzo W. Kenion, Elizabeth Phillips, Lee Harris Potter, Robert N. Shorter, 

Edwin Graves Wilson 

Associate Professors Nancy J. Cotton, Andrew V. Ettin, W. Dillon Johnston, 

Robert W. Lovett, William M. Moss, Blanche C. Speer 

Visiting Assistant Professors David G. Brailow, Gillian R. Overing, 

William A. Wilson 

Lecturers Dolly A. McPherson, Bynum Shaw 

Visiting Lecturer Robert A. Hedin 

Instructors Patricia A. Johnson, Mark R. Reynolds, Susan G. Shillinglaw 

The major in English requires a minimum of forty credits, at least thirty-two of 
which must be in advanced language and literature courses numbered 300 to 399. 
These courses must include Shakespeare, two additional courses in British literature 
before 1800, one course in American literature, and, early in the major, one seminar. 
Majors and their advisers plan individual programs to meet these requirements and 
to include work in the major literary types. 

A minor in English requires English 160 or 165 and English 170 or 175, plus five 
advanced courses in language and literature. Each minor will be assigned an adviser 
in the English Department who will plan with the student a program of study. 

The prerequisite for all 300-level courses in English is any one of the courses in 
British and American literature numbered 160, 165, 170, and 175, all of which are 
offered each semester. Additional courses in journalism and writing are offered by 
the department as related subjects but do not count toward an English major; they 
may be taken as electives regardless of the field of study in which a student majors. 

Highly qualified majors are invited by the department to apply in the second 
semester of their junior year for admission to the honors program in English. To 
graduate with "Honors in English," students must have a minimum grade point 
average of 3.5 in the major and 3.0 in all course work and must satisfy the require- 
ments for English 388 during their senior year. Interested students may consult 
departmental faculty members for further information. 



90 



Lower Division Courses 



11. Composition Review. (0) Essentials of standard usage and the basic principles of 
composition; frequent exercises. 

105. English Fundamentals. (2) Training in the fundamentals of written English. 
Satisfactory completion required for entry into English 110. Admission by placement 
only; does not satisfy the basic composition requirement. 

*110. English Composition. (4) Training in expository writing; frequent essays based 
upon readings. 

*1 12. English Composition and Literature. (4) Training in expository writing based 
on the reading of literature. P — Permission of department. 

160. Survey of Major British Writers. (4) Eight to ten writers representing different 
periods and genres; primarily lecture. 

165. Studies in Major British Writers. (4) Three to five writers representing differ- 
ent periods; primarily discussion, with frequent short papers. Limited enrollment. 

170. Survey of Major American Writers. (4) Nine to eleven writers representing 
different periods and genres; primarily lecture. 

175. Studies in Major American Writers. (4) Three to five writers representing 
different periods; primarily discussion, with frequent short papers. Limited enroll- 
ment. 

180. Traditions of Humanity: The Liberal Arts. (2) A study of major concepts of 
liberal education in the Western world. 

255. Recent American Poetry. (4) Selections from the poetry of Robert Penn 
Warren, Randall Jarrell, A. R. Amnions, James Dickey, Adrienne Rich, and Denise 
Levertov. 

299. Individual Study. (2—4) A course of independent study with faculty guidance. 
By prearrangement. 

Journalism Courses 

270. Introduction to Journalism. (4) Survey of the fundamental principles of news- 
gathering and news-writing; study of news and news values, with some attention to 
representative newspapers. 

272. Editing. (4) A laboratory course in copy-editing, headline-writing, typography, 
and make-up; includes both newspaper and magazine editing. P — English 270. 

276. Advanced Journalism. (4) Intensive practice in writing various types of news- 
paper stories, including the feature article. Limited to students planning careers in 
journalism. P — English 270. 



*Either 110 or 112 is a prerequisite for all other courses in English unless the basic requirement is waived. 
Either course fulfills the basic course requirement. 



91 



278. History of Journalism. (4) A study of the development of American journalism 
and its English origins; detailed investigations of representative world newspapers. 

284. The Essay. (2) Primarily for those interested in writing for publication, with 
concentration on writing various types of essays. P — Permission of instructor. 

Writing Courses 

285. Poetry Workshop. (2) A laboratory course in the writing of verse. Study of 
poetic techniques and forms as well as works of contemporary poets. Frequent 
individual conferences. 

286. Short Story Workshop. (2) A study of the fundamental principles of short 
fiction writing; practice in writing; extensive study of short story form. P — 
Permission of instructor. 

383, 384. Theory and Practice of Verse Writing. (4, 4) Emphasis on reading and 
discussing student poems in terms of craftsmanship and general principles. 



Advanced Language and Literature Courses 

300. Seminar in the Major. (4) Selected topics in British and American literature. 
Intensive practice in critical discourse, including discussion, oral reports, and short 
essays. Introduction to literary scholarship and research methodology leading to a 
documented paper. Required for all majors. 

304. History of the English Language. (4) A survey of the development of English 
syntax, morphology, and phonology from Old English to the present, with attention 
to vocabulary growth. 

310. Studies in Medieval British Literature. (4) Selected readings from areas such as 
religious drama, non-dramatic religious literature, romance literature, literary 
theory, and philosophy. 

315. Chaucer. (3 or 4) Emphasis on The Canterbury Tales and Troilus and Cnseyde, with 
some attention to minor poems. Consideration of literary, social, religious, and 
philosophical background. 

320. British Drama to 1642. (4) British drama from its beginning to 1642, exclusive 
of Shakespeare. Representative cycle plays, moralities, Elizabethan and 
Jacobean tragedies, comedies, and tragicomedies. 

323. Shakespeare. (4) Thirteen representative plavs illustrating Shakespeare's 
development as a poet and dramatist. 

325. Studies in British Literature, 1500-1660. (4) Selected topics, prose, and poetry 
from the sixteenth or seventeenth centuries, exclusive of drama and Milton. Empha- 
sis on Elizabethan lyrics and Spenser or on Donne and the Metaphysical poets. 

327. Milton. (4) The poetry and selected prose of John Milton, with emphasis on 
Paradise Lost. 



92 



330. British Literature of the Eighteenth Century. (4) Representative poetry and 
prose, exclusive of the novel, 1700—1800, drawn from Addison. Steele, Defoe, Swift, 
Pope, Johnson, Boswell, Goldsmith, and Burns. Consideration of cultural back- 
grounds and significant literary trends. 

332. Satire. (4) The nature of the satiric form and the satiric spirit as revealed 
through reading and critical analysis of significant examples, mostly British and 
American. 

335. Eighteenth Century British Fiction. (4) Primarily the fiction of Defoe, Richard- 
son, Fielding, Smollett, Sterne, and Austen. 

350. British Romantic Poets. (4) A review of the beginnings of Romanticism in 
British literature, followed by study of Wordsworth, Coleridge, Byron, Keats, and 
Shelley; collateral reading in the prose of the period. 

353. Nineteenth Century British Fiction. (4) Representative major works by Dick- 
ens, Eliot, Thackeray, Hardy, the Brontes, and others. 

354. Victorian Poetry. (4) A study of Tennyson, Browning, Hopkins, and Arnold or 
another Victorian poet. 

360. Studies in Victorian Literature. (4) Selected topics, such as development of 
genres, major texts, and cultural influences. Readings in poetry, fiction, autobiogra- 
phy, and other prose. 

362. Blake, Yeats, and Thomas. (3 or 4) Reading and critical analysis of the poetry of 
Blake, Yeats, and Dylan Thomas; study of the plays of Yeats and his contemporaries 
in the Irish Renaissance, especiallv Synge and Lady Gregory. 

364. Studies in Literary Criticism. (4) Consideration of certain figures and schools 
of thought significant in the history of literary criticism. 

365. Twentieth Century British Fiction. (4) A study of Conrad. Lawrence, Joyce, 
Forster, Woolf, and later British writers, with attention to their social and intellectual 
backgrounds. 

367. Twentieth Century Poetry. (4) Selected American and British poets from 1900 
to 1965. 

368. Studies in Irish Literature. (4) Critical readings of the works of major Irish 
writers within the context of the political, social, and literary history of Ireland. 

369. Modern Drama. (4) Modern drama from its late nineteenth century naturalist 
beginnings to contemporary theatre. 

372. American Romanticism. (4) Writers of the mid-nineteenth century, including 
Emerson, Thoreau, Hawthorne, and Melville. 

374. Intellectual and Social Movements in American Literature to 1865. (4) 

Selected topics such as Puritanism, the Enlightenment. Transcendentalism, and 
Romanticism. 

376. American Poetry from 1855 to 1900. (4) Readings from at least two of the 
following poets: Whitman, Dickinson, Melville. 



93 



378. Literature of the American South. (4) A study of Southern literature from its 
beginnings to the present, with emphasis upon such major writers as Tate, Warren, 
Faulkner, O'Connor, Welty, and Styron. 

380. American Fiction from 1865 to 1915. (4) Such writers as Twain, James, Howells, 
Crane, Dreiser, Wharton, and Cather. 

381. Studies in Black American Literature. (4) Reading and critical analysis of 
selected fiction, poetry, drama, and other writing by representative black Americans. 

382. Modern American Fiction, 1915 to the Present. (4) To include such writers as 
Lewis, Hemingway, Fitzgerald, Faulkner, Steinbeck, Wolfe, Wright, Katherine Anne 
Porter, Mailer, Bellow, Malamud, Flannery O'Connor, Baldwin, and Styron. 

386. Directed Reading (2—4) A tutorial in an area of study not otherwise provided by 
the department; granted upon departmental approval of petition presented by a 
qualified student. 

388. Honors in English. (4) A conference course centering upon a special reading 
requirement and a thesis requirement. For senior students wishing to graduate with 
"Honors in English." 

389. The Use of the Library in Literary Research. (2) Attention to materials, 
methods, and bibliography for the study of literature. 

390. The Structure of English. (4) An introduction to the principles and techniques 
of modern linguistics applied to contemporary American English. 



German 

Wilmer D. Sanders, Chairman 

Professors Ralph S. Fraser, James C. O'Flaherty, Wilmer D. Sanders 

Associate Professors Timothy F. Sellner, Larry E. West 

A major in German requires thirty-seven credits beyond German 111, 112. These 
must include German 218 and should include 281 and 285. A minor in German 
requires five courses beyond German 152 or 153, one of which must be German 218. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in German. To be graduated with the designation "Honors in 
German," they must complete a senior research project and pass a comprehensive 
examination. For additional information members of the departmental faculty 
should be consulted. 

There is an exchange program with the Free University of Berlin. 

Ill, 112. Elementary German. (4, 4) This course covers the principles of grammar 
and pronunciation and includes the reading of simple texts. Lab — one hour. 

152. Intermediate German. (4) The principles of grammar are reviewed; reading of 
selected prose and poetry. Lab — one hour. P — Three years of high school German. 



94 



153. Intermediate German. (5) The principles of grammar are reviewed; reading of 
selected prose and poetry. Lab — one hour. P — German 111, 112. 

211, 212. Introduction to German Literature. (4, 4) The object of this course is to 
acquaint the student with masterpieces of German literature. Parallel reading and 
reports. P — German 152 or 153. 

217. Conversation and Phonetics. (4) A course in spoken German emphasizing 
facility of expression. Considerable attention is devoted to phonetics. P — German 
152, 153, or equivalent. 

218. Composition and Grammar Review. (4) A review of the fundamentals of 
German grammar with intensive practice in translation and composition. Required 
for majors. P — German 152 or 153 or equivalent. 

219. Advanced Composition. (4) A studv of advanced grammar and composition. 
English texts translated into German in addition to free composition in German. 
P — German 218 or equivalent. 

220. German Civilization. (4) A survey of contemporary German culture, including 
a study of its historical development in broad outline. The course is conducted in 
German. P — German 217 or permission of instructor. 

231. Weimar Germany. (4) Historical and literary examination of Weimar Germany, 
1919—1933. Authors include Thomas and Heinrich Mann, Juenger, Hesse, Brecht, 
Kafka, Tucholsky, Fallada, and Stefan Zweig. German or history credit determined 
at registration. 

249. Old High German and Middle High German Literature. (4) The study of major 
writers and works from these two areas; emphasizes major writings of the chivalric 
period. P — German 211, 212, or equivalent. 

250. Renaissance, Reformation, and Baroque German Literature. (4) A study of 
major writers and works from the post-chivalric period to approximately 1700. 
P — German 211, 212, or equivalent. 

253. Eighteenth Century German Literature. (4) A study of major writers and works 
of the Enlightenment and Sturm mid Drang. P — German 211, 212, or equivalent. 

263. German Literature of the Nineteenth Century I. (4) Poetrv, prose, dramas, and 
critical works from approximately 1 795 to 1 848. P — German 2 1 1 , 2 1 2, or equivalent. 

264. German Literature of the Nineteenth Century II. (4) Readings from the 
beginnings of Poetic Realism to the advent of Naturalism. P — German 21 1, 212, or 
equivalent. 

270. Individual Study. (3 or 4) Studies in literature not ordinarily read in other 
courses. P — German 211, 212, and permission of instructor. 

281. Seminar: Twentieth Century Prose. (4) Intensive study of certain works by 
Thomas Mann, Hesse, and Kafka, plus considerable outside reading. P — German 
211, 212, or equivalent. 

285. Seminar in Goethe. (4) Faust, Part I studied in class. Parallel readings in other 
works by Goethe assigned. P — German 211, 212, or equivalent. 



95 



287, 288. Honors in German. (3, 3) A conference course in German literature. A 
major research paper is required. Designed for candidates for departmental honors. 



History 

Richard L. Zuber, Chairman 

Professors Richard C. Barnett, Cyclone Covey, 

Balkrishna Govind Gokhale, J. Edwin Hendricks, Thomas E. Mullen, 

Percival Perry, David L. Smiley, Henry Smith Stroupe, Lowell R. Tillett, 

W. Buck Yearns, Richard L. Zuber 

Associate Professors James P. Barefield, Merrill G. Berthrong, David W. Hadley, 

James G. McDowell, Michael L. Sinclair, J. Howell Smith, Alan J. Williams 

Lecturer Negley Boyd Harte (London) 

Instructor Victor Kamendrowsky 

Director of Minority Affairs Larry L. Palmer 

The major in history consists of a minimum of thirty-six credits and must include 
History 310, from six to eight credits in European history, three or four credits in 
non-Western history, and from six to eight credits in American history. One of the 
American history courses must be 151, 152, or 153. 

A minor in history requires six courses in history which must include History 310. 

Highly qualified majors should apply for admission to the honors program in 
history. To be graduated with the designation "Honors in History," the student must 
complete satisfactorily History 287 and 288. For additional information members of 
the departmental faculty should be consulted. 

Students contemplating graduate study should take historiography and should 
acquire a reading knowledge of one modern foreign language (preferably French, 
German, or Russian) for the M.A. degree and two for the Ph.D. degree. 

101. The Rise of the West. (4) A survey of ancient, medieval, and early modern 
history to 1700. 

102. Europe and the World in the Modern Era. (4) A survey of modern Europe from 
1700 to the present. 

131. European Historical Biography. (2) Study of biographies of men and women 
who have influenced the history and civilization of Europe. 

151, 152. The United States. (4, 4) Political, social, economic, and intellectual aspects. 
151: before 1865; 152: after 1865. Students who take History 153 may not take either 
of these courses for credit. 

153. The United States. (4) A topical survey combining 151 and 152. Not open to 
students who take either 151 or 152. 

160. Freud. (4) An investigation of Freud's basic ideas in the context of his time. 
Books to be read include The Interpretation of Dreams, Civilization and Its Discontents, 
and Jones' biography in the Trilling abridgement. 

211. Colloquium. (1-4). 



96 



215, 216. The Ancient World. (4, 3 or 4) Critical focus on the Greeks in the fall and 
Romans in the spring, but in global context of paleolithic to medieval; psychological/ 
philosophical emphasis. 

221. The Middle Ages. (4) A survey of European history, 400—1300, stressing social 
and cultural developments. 

224. The Reformation. (2) Europe in the age of the Reformation. 

2260. History of London. (4) Topographical, social, economic, and political history 
of London from the earliest times. Lectures, student papers and reports, museum 
visits and lectures, and on-site inspections. Offered in London. 

2262. The Golden Age of Burgundy. (2) Burgundian society, culture, and govern- 
ment in the reigns of Philip the Bold, John the Fearless. Philip the Good, and Charles 
the Rash, 1384-1477. Offered in Dijon. 

231. Weimar Germany. (4) Historical and literary examination of Weimar Germay, 
1919-1933. Authors include Thomas and Heinrich Mann, Juenger, 
Hesse, Brecht, Kafka, Tucholsky, Fallada, and Stefan Zweig. German or history 
credit determined at registration. 

232. European Historical Novels. (2) Study of the accuracy and value, from the 
standpoint of the historian, of a selection of historical novels. 

238. Twentieth Century Europe. (4) Advent of modernism, World Wars I and II, 
totalitarianism, the Cold War, and Europe in the post-European era. 

240. Afro- American History. (4) The role of Afro- Americans in the development of 
the United States, with particular attention to African heritage, forced migration, 
Americanization, and influence. 

264. Economic History of the United States. (3) The economic development of the 
United States from colonial beginnings to the present. 

265. American Diplomatic History. (4) An introduction to the history of American 
diplomacy since 1776, emphasizing the effects of public opinion on fundamental 
policies. 

270. Oral History. (4) How to research family and community history with the tape 
recorder. 

271. Colonial Latin America, 1492—1825. (4) Cultural configurational approach. 

287, 288. Honors in History. (4, 4) 287: seminar on problems of historical synthesis 
and interpretation; 288: writing of a major paper and examination on a special field. 

310. Seminar. (4) Offered by members of the faculty on topics of their choice. A 
paper is required. 

311, 312. Social and Intellectual History of Modern Europe. (4, 4) Intellectual 
trends in Western European civilization. 311: seventeenth and eighteenth centuries; 
312: nineteenth and twentieth centuries. 



97 



316. France and England in the Twelfth and Thirteenth Centuries. (4) The struc- 
ture of society, the nature of law, church/state relations, and intellectual develop- 
ments. P — History 221 or permission of instructor. 

319, 320. Germany. (4, 4) 3 19: origins of the German nation and the rise of Prussia in 
a context of particularism; 320: from Bismarck to divided Germany. 

321, 322. France. (4, 4) 321: from prehistoric Gaul to 1788, with particular emphasis 
on the sixteenth, seventeenth, and eighteenth centuries; 322: 1788 to the present. 

323, 324. England. (4, 4) A political and social survey, with some attention to 
Continental movements. 323: to 1603; 324: 1603 to present. 

325. Tudor and Early Stuart England. (4) A constitutional and social study of 
England from 1485 to 1641. 

329, 330. Modern England. (4, 4) Political, social, economic, and cultural history of 
England since 1714; 329: to 1815; 330: since 1815. 

331, 332. Russia (4, 4) Political, social, economic, and cultural history of Russia. 331: 
the Russian empire; 332: the Soviet Union. 

333. European Diplomacy, 1848—1914. (4) The diplomacy of the great powers, with 
some attention given to the role of publicity in international affairs. Topics include 
the unification of Italy and of Germany, the Bismarckian system, and the coming of 
World War I. 

335, 336. Italy. (4, 4) 335: medieval and Renaissance Italy to 1529; 336: 1529 to the 
present. 

341. Southeast Asia from 1511 to the Present. (4) A survey of the history and culture 
of Southeast Asia under Western colonial systems, with special reference to economic, 
social, and cultural developments, the rise of nationalism, and the emergence of new 
nation-states. 

342. The Middle East from Suleiman the Magnificent to the Present. (4) Major 
subjects covered are the rise and fall of the Ottoman Empire, the Arabs and Persians 
under Ottoman hegemony, the rise of Arab nationalism, and the emergence of the 
modern Arab states and their roles in the post-World War II era. 

343. Imperial China. (4) Development of traditional institutions in Chinese society to 
1644; attention to social, cultural, and political factors, emphasizing continuity and 
resistance to change. 

344. Modern China. (4) The Manchu Dynasty and its response to the Western 
challenge, the 191 1 Revolution, the warlord era and the rise of the Communists, 
Chinese Communist society, and the Cultural Revolution. 

345. 346. History and Civilization of South Asia. (4, 4) An introduction to the 
history and civilization of South Asia. Emphasis on historical developments in the 
social, economic, and cultural life of the area. 

347. India in Western Literatures. (4) A one-semester historical survey of images of 
India in Western literatures, with special reference to religious and philosophical 
ideas, art, polity, society, and culture. 



98 



348. Modern Japan. (4) Tokugawa era: Meiji Restoration; industrialization and 
urbanization; relations with the West; World War II; occupation; Japan in the 
contemporary world. 

349, 350, East Asia. (4, 4) An introduction to the social, cultural, and political 
development of China, Japan, and Korea. 349: to 1600; 350: since 1600. 

351, 352. American Society and Thought. (4, 4) A non-political topical survey of 
American culture and lifestvles. Topics include religion, science, education, 
architecture, and immigration. 

353. Colonial English America, 1582—1774. (4) Determinative episodes, figures, 
allegiances, apperceptions, and results of the period, organically considered. 

354. Revolutionary and Early National America, 1763-1815. (4) The American 
Revolution, its causes and effects, the Confederation, the Constitution, and the new 
nation. 

355. The Westward Movement. (4) The role of the frontier in United States historv. 
1763-1890. 

356. Jacksonian America, 1815—1850. (4) The United States in the age of Jackson. 
Clay, Calhoun, and Webster. A biographical approach. 

357. The Civil War and Reconstruction. (4) The political and military events of the 
war and the economic, social, and political readjustments which followed. 

358. The United States from Reconstruction to World War I. (4) National progress 
and problems during an era of rapid industrialization. 

359. The United States from Versailles to Pearl Harbor. (4) The transition of 
America from World War I to 194 1 , with special emphasis on the Roaring Twenties 
and the New Deal. 

360. The United States since Pearl Harbor. (4) Trends and changes in the nation 
from World War II through the Kennedy era to the present. 

362. American Constitutional History. (4) Origins of the Constitution, the con- 
troversies involving the nature of the Union, and constitutional readjustments to 
meet the new American industrialism. 

363, 364. The South. (4, 4) Geography, population elements, basic institutions, and 
selected events. 

365. Women in American History. (4) A survey of the roles and activities of women 
in America, with emphasis upon selected individuals. 

366. Studies in Historic Preservation. (4) An analysis of history museums and 
agencies and of the techniques of preserving and interpreting history through 
artifacts, restorations, and reconstructions. P — Permission of instructor. 

367. 368. North Carolina. (4, 4) Selected phases of the development of North 
Carolina from the colonial beginnings to the present. 367: to 1789; 368: since 1789. 



99 

369. The American Military Experience. (4) A survey of the military ideas and 
activities of the American people and their armed forces, with emphasis on the 
relationship between war and society. 

372. Africa since 1800. (4) A survey concentrating primarily on the major themes 
and problems in African history from 1800 to the present. 

391, 392. Historiography. (4, 3) The principal historians and their writings from 
ancient times to the present. 391: European historiography; 392: American histori- 
ography. 

398. Individual Study. (4) A project in an area of study not otherwise available in the 
department; permitted upon departmental approval of petition presented by a 
qualified student. 

399. Directed Reading. (1-4) Concentrated reading in an area of study not otherwise 
available. P — Permission of instructor. 



Humanities 

N. Rick Heatley, Coordinator 

213. Studies in European Literature. (4) A study of approximately twelve works in 
translation, taken from European literature. Satisfies a Division I requirement. 

214. Contemporary Fiction. (4) A study of contemporary European and Latin 
American fiction in translation. Satisfies a Division I requirement. 

215. Germanic and Slavic Literature. (4) A studv of approximately twelve works in 
translation taken from Germanic and Slavic literatures. Satisfies a Division I require- 
ment. 

216. Romance Literature. (4) A study of approximately twelve works in translation 
taken from Romance literatures. Satisfies a Division I requirement. 

217. European Drama. (4) A study of selected works in translation, from the seven- 
teenth to the twentieth centuries, by major Continental dramatists. Satisfies a Divi- 
sion I requirement. 

250. Discovering the Visual and Verbal Modes of the Twentieth Century. (4) An 

exploration of the ideas, values, and feelings found in the art and literature of 
representative twentieth century figures: Kandinsky, Stevens, Picasso, Kafka, Leger, 
Beckett, Klee, Ionesco, Pollock, Faulkner, Chagall, Barth, and others. 

350. What the Arts Have Been Saying since 1800. (4) An experiment in developing 
interpretive judgment and insight regarding music, painting, and literature as ar- 
ticulations of the frontier consciousness of the period. 

352. The Classical and Surreal Tradition. (4) A venture to define and differentiate 
classical and surreal modes of perception throughout history, their paradoxical 
relationship to each other and to complementary styles, considered in philosophy, 
music, literature, and painting. 



100 



358. An Editor Looks at the Rights of American Citizens, 1965— Present. (4) Current 
developments in the field of constitutional rights as seen by a newspaper editor. 

373. France in the Thirties: Literature and Social Consciousness. (4) A study in 
English of Malraux, Giraudoux, Celine, Bernanos, and St. Exupery. 

374. French Literature in the Mid-Twentieth Century. (4) A study of the literature 
of the forties and fifties and its evolution from "commitment" to "disengagement." 
Authors include Sartre, Camus, Beckett, Robbe-Grillet, Genet, and Duras. 

375. The French Theatre between 1920 and 1960: Theory and Practice. (4) Study of 
works by Giraudoux, Cocteau, Anouilh, Sartre, Camus, Beckett, Ionesco, and Genet. 

378. Evolution of Autobiography as a Literary Form. (4) A study of autobiography 
as a form of fiction. Reading of Rousseau's Confessions and selected autobiographies 
of twentieth century French authors. Taught in English. 

379. The Literary Works of Jean-Paul Sartre. (4) A critical study of Sartre's evolution 
as reflected in his novels and plays from Nausea to The Prisoners of Altona. 

380. Albert Camus. (3) A critical studv of Camus' evolution as a writer. 



Interdisciplinary Honors 

Paul M. Gross Jr., Coordinator 

A series of seminar courses of an interdisciplinary nature are open to qualified 
undergraduates. Students interested in admission to any one of these seminars, 
supervised bv the Committee on Honors, should consult the coordinator or a mem- 
ber of the committee. 

Students who choose to participate in as many as four interdisciplinary seminars 
and who have a superior record may elect Honors 28 1 , directed study culminating in 
an honors paper and an oral examination. Those whose work has been superior in 
this course and who have achieved an overall grade point average of at least 3.0 in all 
college work may be graduated with the distinction "Honors in the Arts and Sci- 
ences." Students who choose to be candidates for departmental honors may not also 
be candidates for "Honors in the Arts and Sciences." 

Able students are normally encouraged to choose a departmental honors program 
rather than "Honors in the Arts and Sciences." As a result, most students elect to 
participate in only one or two interdisciplinarv seminars in which they are particular- 
ly interested. The faculty participants for these seminars represent diverse academic 
disciplines. 

131, 132. Approaches to Human Experience I. (4, 4) An inquiry into the nature and 
interrelationships of several approaches to man's experience, represented by the 
work of three such minds as Leonardo da Vinci, Dante, Newton, Gandhi, Confucius, 
Dostoevsky, Descartes, Goya, Mozart. Jefferson, and Bohr. Seminar discussion based 
on primary and secondary sources, including musical works and paintings. Written 
reports and a term paper required. Offered in alternate years. 



101 



133, 134. Approaches to Human Experience II. (4, 4) A parallel course to Honors 
131, 132, concentrating on the work of a different set of Figures such as Buber, 
Galileo, Keynes, Pascal, Camus, Picasso, Ibsen, Tagore, Sophocles, and Bach. Offered 
in alternate years. 

*233. Darwinism and the Modern World. (4) A study of the Darwinian theory of 
evolution and the impact of evolution and the impact of evolutionary thought on 
fields such as economics, politics, psychology, literature and the other arts, and 
philosophy. 

*235. The Ideal Society. (4) Man's effort to establish or imagine the ideal community, 
state, or society; principles of political and social organization; changing goals and 
values. 

*237. The Scientific Outlook. (4) An exploration of the origins and development of 
the scientific method and some of its contemporary applications in the natural and 
social sciences and the humanities. 

*238. Romanticism. (4) Romanticism as a recurrent characteristic of mind and art and 
as a specific historical movement in Europe and America in the late eighteenth and 
nineteenth centuries. Emphasis on primary materials in philosophy, literature, 
music, and painting. 

*239. Man and the Irrational. (4) The phenomenon of the irrational, with emphasis 
on its twentieth century manifestations but with attention also to its presence in other 
centuries and cultures. Philosophy, religion, literature, psychology, politics, and the 
arts are explored. 

*241. The Tragic View. (4) The theory of tragedy in ancient and modern times; the 
expression of the tragic in literature, art, music, theatre, and film. 

*242. The Comic View. (4) The theory of comedy in ancient and modern times; the 
expression of the comic spirit in literature, art, music, theatre, and film. 

*244. Man and the Structure of the Universe. (4) An investigation of various concep- 
tions of the universe and their implications for man. Study not necessarily limited to 
the cosmologies of Ptolemy, Copernicus, and their modern successors, but may also 
include theories such as the Babylonian, Mayan, and Taoist. 

*246. Man and the Environment. (4) An interdisciplinary examination of man and 
society in relation to the environment. 

*247. The Mythic View. (4) The nature of myth through creation and hero myths; the 
uses to which myths have been put in different historical periods; various modern 
explanations of myth (literary, religious, anthropological, psychoanalytic, social, and 
historical). 

*248. The Ironic View. (4) An investigation of the ironic view of life in literature, art, 
history, theatre, and film. 



*One or more offered each year at the discretion of the Committee cm Honors. 



102 



281. Directed Study. (4) Readings on an interdisciplinary topic approved by the 
Committee on Honors; preparation of a major research or interpretive paper based 
on these readings, under the direction of a faculty member; an oral examination on 
the topic, administered by the faculty supervisor and the Committee on Honors. 
Eligible students who wish to take this course must submit a written request to the 
Committee on Honors by the end of the junior year. Not open to candidates for 
departmental honors. 

Mathematics 

Ivey C. Gentry, Chairman 

Professors John V. Baxley, Richard D. Carmichael, Ivey C. Gentry 

Fredric T. Howard, J. Gaylord May, W. Graham May 

John W. Sawyer, Ben M. Seelbinder, Marcellus E. Waddill 

Associate Professors Elmer K. Hayashi, James Kuzmanovich 

Visiting Associate Professor E. Lee May 

Assistant Professor Ellen E. Kirkman 

Instructors Michael Haden, Stephen P. Richters 

A major in mathematics requires forty credits. A student must include courses 111, 
1 1 2, 1 1 3, 1 2 1 , 22 1 , one of the courses 31 1, 317, 352, 357, and at least two additional 
300-level courses. A prospective teacher in the education block may take 231 in lieu 
of the course from 311,317, 352, or 357. Lower division students are urged to consult 
a member of the departmental faculty before enrolling in courses other than those 
satisfying Division II requirements. 

A minor in mathematics requires Mathematics 111, 112, either 121 or 113, and 
three other courses numbered beyond Mathematics 115, two of which must be 
numbered above 200. 

A regularly scheduled activity in mathematics is an informal seminar of students 
and faculty on topics not discussed in regular courses (for example, finite differ- 
ences, game theory, Monte Carlo method, divergent series). 

The Departments of Mathematics and Economics offer a joint major leading to a 
Bachelor of Science degree in mathematical economics. This interdisciplinary pro- 
gram affords the student an opportunity to apply mathematical methods to the 
development of economic theory, models, and quantitative analysis. The major 
consists of the following course requirements: Mathematics 111, 112, 113, 121,251; 
Economics 151, 152, 201, 202, 203; a joint seminar in mathematical economics; and 
three additional courses chosen with the approval of the program advisers. Recom- 
mended courses are Mathematics 253, 348, 353, 357, 358, and Economics 251, 242, 
287, 288. Students electing the joint major must receive permission from both the 
Department of Economics and the Department of Mathematics. 

The Department of Mathematics offers a joint major leading to a Bachelor of 
Science degree in mathematics-biology. This interdisciplinary program affords the 
student an opportunity to apply mathematical methods to the development and 
analysis of biological systems. The major consists of the following course require- 
ments: Mathematics 112, 155, 157, or 357; Biology 150, 151, 152; and seven addi- 
tional courses (at least three in each department) chosen with the approval of the 



103 



program advisers. Recommended courses in mathematics are 121, 253. 256, 348, 
353, 355, 357. Students electing the joint major must receive permission from the 
Department of Mathematics. 

The Department of Mathematics offers a joint major leading to a Bachelor of 
Science degree in mathematics-business. This interdisciplinary program prepares 
students for careers in business, with a strong background in mathematics. The 
major consists of the following course requirements: Mathematics 111, 112, 155, 157, 
256, or 355; Accounting 111, 112; Business 211, 221, 231; either Business 201 or 
Mathematics 357; either Business 202 or Mathematics 253; and two additional 
courses chosen from Accounting 252, 278; Business 281; Mathematics 121, 248, 353, 
381. Economics 151, 152 is strongly recommended. Students electing the joint major 
must receive permission from the Department of Mathematics. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in mathematics or in the joint majors. To be graduated with the 
designation "Honors in Mathematics," "Honors in Mathematics-Biology," "Honors 
in Mathematics-Business," or "Honors in Mathematical Economics," they must com- 
plete satisfactorilv a senior research paper and pass a comprehensive oral or written 
examination. For additional information members of the departmental faculty 
should be consulted. 

105. Pre-Calculus Mathematics. (2, 3, or 4) Selected topics deal with the structure of 
number systems and the elementary functions. Not to be counted toward the major 
in mathematics. 

Ill, 112. Calculus with Analytic Geometry I, II. (5, 5) Calculus of functions of one 
variable; infinite series. Computer lab using BASIC. No student allowed credit for 
both 116 and 111. 

113. Multivariable Calculus. (4) Vector and space curves. Differentiable functions; 
surfaces and max-min problems. Multiple integrals and Green's theorems. P — 
Mathematics 1 12. 

115. Finite Mathematics. (5) Probability and statistics, matrices, linear program- 
ming, Markov chains, and theory of games. Lab — two hours. 

116. Essential Calculus. (5) A one-semester course in differential and integral 
calculus with application to business and the social sciences. No student allowed 
credit for both 1 16 and 1 1 1. A student who might take additional calculus should not 
take Mathematics 116. Lab — two hours. 

121. Linear Algebra. (4) Vectors and vector spaces, linear transformations and 
matrices, linear groups, and determinants. 

155. Introduction to FORTRAN Programming. (4) Lecture and laboratory. A study 
of FORTRAN language. Students use computer terminals as well as card input. 

156. Statistical Concepts. (4) An introductory course for the student of statistics who 
has a limited mathematical background. Includes descriptive techniques, frequency 
distributions, statistical inference, regression, and correlation. Emphasis is placed on 
how statistics can be used in society. No student allowed credit for both 156 and 157. 



104 



157. Elementary Probability and Statistics. (5) Probability and distribution func- 
tions, means and variances, and sampling distributions. Lab — two hours. No student 
allowed credit for both 156 and 157. 

221. Modern Algebra I. (4) An introduction to modern abstract algebra through the 
study of groups, rings, integral domain, and fields. P — Mathematics 121. 

231. Euclidean Geometry. (4) Postulates, definitions, theorems, and models of 
Euclidean geometry. 

251. Ordinary Differential Equations. (4) Linear equations with constant coeffi- 
cients, linear equations with variable coefficients, and existence and uniqueness 
theorems for first order equations. P — Mathematics 112. 

253. Operations Research. (4) Mathematical models and optimization techniques. 
Studies in allocation, simulation, queuing, scheduling, and network analysis. P — 
Mathematics 111, 1 15, or equivalent. 

256. COBOL Programming. (4) Lecture and laboratory. A study of the elements of 
COBOL language. P — Mathematics 155. 

305S, 306S. Elementary Analysis for Teachers I, II. (4, 4) Concepts from differen- 
tial and integral calculus for Advanced Placement teachers. All topics in the Calculus 
AB and BC courses are covered. Offered in the summer. 

311, 312. Advanced Calculus I, II. (4, 4) Limits and continuity' in metric spaces, 
differentiation and Riemann-Stieltjes integration, sequences and series, uniform 
convergence, power series and Fourier series, partial differentiation and functions of 
n real variables, implicit and inverse function theorem. P — Mathematics 113. 

317. Complex Analysis I. (4) Analytic functions, Cauchy's theorem and its conse- 
quences, power series, and residue calculus. P — Mathematics 113. 

322. Modern Algebra II. (4) A continuation of modern abstract algebra through the 
study of additional properties of group and fields and a thorough treatment of vector 
spaces. P — Mathematics 221. 

323, 324. Matrix Theory I, II. (4, 4) Basic concepts and theorems concerning 
matrices and real number functions defined on preferred sets of matrices. P — 
Mathematics 121. 

332. Non-Euclidean Geometry. (4) Postulates, definitions, theorems, and models of 
Lobachevskian and Riemannian geometry. 

345, 346. Elementary Theory of Numbers I, II. (4,4) Properties of integers, congru- 
ences, arithmetic functions, primitive roots, sums of squares, magic squares, applica- 
tions to elementarv mathematics, quadratic residues, arithmetic theorv of continued 
fractions. 

348. Combinatorial Analysis. (4) Enumeration techniques, including generating 
functions, recurrence formulas, the principle of inclusion and exclusion, and Polva's 
theorem. 

351. Applied Analysis. (4) Topics which have proven useful in the phvsical sciences, 
including vector analvsis and complex analysis. 



105 



352. Partial Differential Equations. (4) The separation of variables techniques for 
the solution of the wave, heat, Laplace, and other partial differential equations, with 
the related study of the Fourier transform and the expansion of functions in Fourier, 
Legendre, and Bessel series. 

353. Mathematical Models. (4) Development and application of probabilistic and 
deterministic models. Emphasis given to constructing models which represent sys- 
tems in the social, behavioral, and management sciences. P — Mathematics 253. 

355. Numerical Analysis. (4) A computer-oriented study of analytical methods in 
mathematics. Lecture and laboratory. P — Mathematics 112 and 155. 

357, 358. Mathematical Statistics I, II. (4, 4) Probability distributions, mathematical 
expectation, sampling distributions, estimation and testing of hvpotheses, regres- 
sion, correlation, and analysis of variance. P — Mathematics 113. 

361. Selected Topics. (2, 3, or 4) Topics in mathematics which are not considered in 
regular courses or which continue study begun in regular courses. Content varies. 

381. Individual Study. (2, 3, or 4) A choice of study in an area of individual interest 
directed by a faculty adviser. 




106 

Military Science 

Lieutenant Colonel Anderson H. Walters, Professor 

Captain Robert H. Lewis, Captain Jasper L. Mr Bride, 

Captain Curtis L. Shelton, Major William D. Waller, 

Captain David E. Walters, 

Captain John D. Wray, Assistant Professors 

Sergeant Major Ezequiel B. Evaro, Staff Sergeant Larry V. Strickland 

Sergeant First Class Curtis Torry 

110. ROTC and the Military Establishment. (1) Introduction to the ROTC program 
and the military establishment; practical exercises in various skill modules, including 
orienteering, mountaineering, and marksmanship. 

111. Military Fundamentals. (Military History). (2) 

112. Military Fundamentals. (Mountaineering). (2) 

113. Military Fundamentals. (Tactical Considerations of Modern Battle). (2) 

114. Military Fundamentals. (Leadership). (2) 

115. Military Fundamentals. (Marksmanship). (2) 

116. Military Fundamentals. (Orienteering). (2) 

Military Fundamentals 111—116 include ROTC and national defense, leadership 
styles, theoretical orientation in a contemporary environment, basic and intermedi- 
ate military skills. Enrichment subject required.* (Skill module areas of concentra- 
tion are indicated in parentheses.) Students may receive credit for no more than four 
military fundamental courses. 

201. Outdoor Exploration. (2) Introduction to various outdoor recreational survival 
skills. The content varies but includes such outdoor experiences as selecting and 
setting up a camp site, rock climbing, rappelling, back packing, canoeing, orienteer- 
ing, downhill and cross country skiing, spelunking, cross country bicycling, and 
drown proofing. (Offered jointly with the Department of Physical Education.) 

202S. Combined Military Fundamentals. (4) History and organization of the United 
States Army. Basic and intermediate military skills to include leadership styles and 
techniques, land navigation, dismounted drill, mountaineering, and marksmanship. 
P — Permission of instructor. Offered in the summer. 

211, 212. First Year Advanced. (2, 2) Small unit tactics, communications and military 
orienteering, military formations, and advanced military skills. Lab — IV4 hours per 
week. P — Credit for basic course. Enrichment subject required.* 



*This subject, either elective or required, furthers the professional qualifications of the student as a prospective 
officer in the U.S. A nny. This does not require additional hours above and beyond the normal semester course 
requirements. In cases where a student is pursuing a discipline which is narrowly restricted with few electives, 
the Professor of Military Science can resolve any conflict in favor of the student's degree requirements. 



107 



251, 252. Second Year Advanced. (2, 2) Planning and supervision of leadership 
laboratory program, active duty orientation, military administration, law, and logis- 
tics. Enrichment subject required.* Lab — 1 '/_> hours per week. P — Military Science 
211 and 212. 



Music 

John V. Mochnick, Acting Chairman 

Assistant Professors Christopher Giles, Louis Goldstein, Annette LeSiege, 

David B. Levy, John V. Mochnick 

Director of Bands R. Davidson Burgess 

Instructors Lucille S. Harris, Donna Mayer-Martin 

Teresa Radomski 

A major in music requires forty-eight credits. This includes a basic curriculum of 
thirty-six credits (Music Theory 171, 172, 173, and 174, sixteen credits; Music 
History 181, 182, six credits; ten credits of applied music, and four credits of 
ensemble) plus twelve additional credits of elective courses in music. In addition to 
the course work, music majors are required to present a senior recital or project. 

Students anticipating a major in music are urged to begin their studies during the 
freshman year and are required to audition during the second semester of their 
sophomore year before being officially admitted to the program. 

Highly qualified majors may be invited to apply for admission to the honors 
program in music. To be graduated with the designation "Honors in Music," a 
candidate must complete one of the following requirements: (1) an honors-level 
research paper, (2) an original composition, or (3) an analytical lecture related to 
music performed by the candidate in a public recital. 

A minor in music requires twenty-four credits: Music 171, 172; 181, 182; two 
semesters of ensemble; two semesters of applied music (performance level in applied 
music must be equal to the level expected of the majors at the time of the spring 
sophomore audition); six credits of music electives (excluding ensemble). Each minor 
will be assigned an adviser in the Music Department and is encouraged to begin 
private lessons as early as possible. 

Any student interested in majoring or minoring in music should consult the 
chairman of the department as soon as possible after entering the University. 



Music Theory 

101. Introduction to the Language of Music. (3, 4) Basic theoretical concepts and 
musical terminology. Survey of musical styles, composers, and selected works from 
the Middle Ages through the twentieth century. For students not majoring in music. 

102. Language of Music I. (3, 4) Survey of musical styles, composers, and selected 
works from the Middle Ages through the twentieth century. For students who can 
read music. Not open to music majors. P — Permission of instructor. 



108 



105. Music Theory for Non-Majors (4) A study and application of music fun- 
damentals and music theory for the non-music major. A combination of theoretical 
skills for analysis and stylistic composition (key signatures, scales, intervals, triads, 
seventh chords) and musical skills (sight singing, ear training, keyboard harmony). 
P — 101 or 102 or permission of instructor. 

171. Music Theory I. (4) Music fundamentals: key signatures, scales, modes, inter- 
vals, triads, elements of music. Ear training, sight singing, and rhythm skills. (A 
one-hour piano class is required of students having no keyboard background.) 

172. Music Theory II. (4) Seventh chords, beginning part-writing, basic counter- 
point, ear training, sight singing, rhythm skills, keyboard harmony. P — Music 171. 

173. Music Theory III. (4) Altered chords, continuation of part-writing, eighteenth 
and nineteenth century forms, ear training, sight singing, rhythm skills, keyboard 
harmony. P — Music 172. 

174. Music Theory IV. (4) Expanded harmonic system of Impressionism and the 
twentieth century. New concepts of style and form. Ear training, sight singing, 
rhythm skills, keyboard harmonv. P — Music 173. 

202. Language of Music II. (3,4) An in-depth study of selected major works from the 
Middle Ages through the twentieth century. Not open to music majors. P — Music 1 1 
or 102 or permission of instructor. 

270. Sixteenth Century Counterpoint. (2) Analysis of sixteenth century contra- 
puntal music, in particular that of Palestrina. Examination of Renaissance writings 
on counterpoint. Composition of canon and motet. Offered in alternate years. P — Music 
174. 

271. Eighteenth Century Counterpoint. (2) Analvsis of eighteenth century contra- 
puntal styles, with concentration on the Well-Tempered Clavier and Art of the Fugue of 
J. S. Bach. Composition of invention, canon, and fugue. Offered in alternate years. 
P— Music 174. 

272. Analysis Seminar. (2) A studv of analvtical writings of theorists and composers 
and the development of practical skills as they can be used in research and perform- 
ance preparation. Offered in alternate years. P — Music 174. 

273. Composition. ( 1 or 2) Individual instruction in the craft of musical composition. 
May be repeated for credit. P — Permission of instructor. 

275. History of Theory. (2) A study of theoretical writing on musical acoustics, 
instruments, and notation from classical Greece to the present. Offered in alternate 
years. P — Music 174. 

276. Current Practices. (2) A survey of twentieth centurv compositional techniques, 
notation, and performance problems involving the studv of music and theoretical 
writings associated with major trends from 1900 to the present. Offered in alternate 
years. P — Music 174. 



109 



Music History 

124. Chamber Music. (2) Study of the history and repertoire of chamber music from 
the late Baroque to the twentieth century. Classroom work combined with actual 
rehearsal and performance of chamber repertoire. May be repeated for credit. 
P — Audition and permission of instructor. 

181. Music History I. (3) History of music from the Greeks to 1750. 

182. Music History II. (3) History of music from 1750 to the present. P — Music 181. 

201. Music History for Non-Majors. (3, 4) An historical suryey of stylistic trends, 
major composers, and genera. P — Music 101 or 102 or permission of instructor. 

a. Middle Ages c. Baroque e. Romantic 

b. Renaissance d. Classical f. Contemporary 

203. History of Jazz. (2) A survey of American jazz from its origin to the present. 
Open to majors and non-majors. P — Music 101 or 102 or permission of instructor. 

204. Survey of Choral Music. (2) An historical overview of important genera (i.e., 
anthem, cantata, motet, mass, oratorio) with an emphasis on church music and 
liturgical function. Open to majors and non-majors. P — Music 101 or 102 or permis- 
sion of instructor. 

205. Survey of Orchestral Music. (2) An historical overview of important orchestral 
repertoire (i.e., symphony, concerto, overture, symphonic poem). Open to majors 
and non-majors. P — Music 101 or 102 or permission of instructor. 

206. Survey of Opera. (2) A study of the development of opera from 1600 to the 
present. Selected operas by European and American composers will be examined in 
class via record, score, and film. Class will attend opera performances when possible. 
Open to majors and non-majors. P — Music 101 or 102 or permission of instructor. 

212. Music in the Church. Function of the church musician and the relationship of 
his or her work to the church program. P — Music 174, 182. 

215. Philosophy of Music. (2) A survey of philosophical writings about music. 
Musical aesthetics; social, religious, and political concerns. P — Music 174, 182. 

219. Seminar in Medieval Music. (3) A study of medieval music, its philosophy, 
theory (including notational practices), and performance practices. Areas receiving 
special emphasis are Gregorian chant repertoire, the Notre Dame School, Ars 
Antiqua, and Ars Nova. P — Music 174, 182 or permission of instructor. 

220. Seminar in Renaissance Music. (3) A study of music from 1400 to 1600, its 
theory (including notational practices), and performance practices. The study begins 
with the Burgundian School, with special areas of emphasis the Netherlands compos- 
ers and the late Renaissance madrigal. P — Music 174, 182 or permission of in- 
structor. 

221. Seminar in Baroque Music. (3) Musical activity from about 1600 to Bach and 
Handel. Special emphasis on the development of national styles and their resolutions 
toward the end of the era. P — Music 174, 182 or permission of instructor. 



222. Seminar in Eighteenth Century Music. (3) Musical developments from the sons 
of Bach through the Viennese Classicism of Haydn, Mozart, and Beethoven. P — 
Music 174, 182 or permission of instructor. 

223. Seminar in Nineteenth Century Music. (3) Music from the latter part of 
Beethoven's career through Wagner and Brahms. Special emphasis on the post- 
Beethoven schism and its ramifications. P — Music 174, 182 or permission of in- 
structor. 

224. Seminar in Twentieth Century Music. (3) A study of the major musical styles, 
techniques, and media of contemporary music from Debussv to the present. P — 
Music 174, 182 or permission of instructor. 



Music Education 

186. String Instruments. (2) Fundamentals of playing and teaching all instruments 
of the string family. Offered in alternate years. 

187. Woodwind Instruments. (2) Fundamentals of playing and teachingall principle 
instruments of the woodwind family. Offered in alternate years. 

188. Brass and Percussion Instruments. (2) Fundamentals of playing and teaching 
brass and percussion instruments. Offered in alternate years. 

280. Orchestration. (4) A study of the orchestral and wind band instruments, how 
composers have used them throughout history, and the development of practical 
scoring and manuscript skills. Offered in alternate years. P — Music 174, 182. 

282. Conducting. (4) A study of conducting technique; practical experience with 
ensembles. P — Music 174 or permission of instructor. 

284. Music Literature Seminar. (3 or 4) A survey of repertoire, including an ex- 
amination of teaching materials in the student's special area of interest. P — 
Permission of instructor. 

289. Ensemble Methods. (2) A practical study of choral and instrumental training 
techniques. Discussion of tonal development, administration, bibliography, choral 
and instrumental repertoire, marching band, and instrumental problems. P — Music 
101 or 102 or permission of instructor. 

291. Teaching of Music. (4) The teaching and supervision of choral and in- 
strumental music in the public schools, all grades. P — Music 174, 182. 



Honors and Individual Study 

298. Individual Study. (2 or 4) A project in an area of study not otherwise available in 
the department. By pre-arrangement. 

299. Honors in Music. (4) Individual study for honors candidates who have fulfilled 
the specific requirements. 



Ill 



Ensemble 

Departmental ensembles are open to all students. Credit is earned on the basis of 
one credit per semester of participation. 

111. Opera Workshop. Study, staging, and performance of standard and contem- 
porary operatic works. P — Permission of instructor. 

112. Collegium Musicum. An ensemble stressing the performance practices and the 
performance of music of the medieval, Renaissance, and Baroque eras. Open to 
vocalists and instrumentalists. 

113. Orchestra. Study and performance of orchestral works from the classical and 
contemporary repertoire. P — Audition. 

115. Choral Union. A large oratorio chorus which concentrates on the performance 
of major choral works. P — Audition. 

115a. Concert Choir. A select touring choir of forty-five voices which performs a 
varietv of choral literature from all periods. P — Audition. 

117. Marching Deacons Band. Performs for most football games. Meets twice 
weekly. No audition required. Fall. 

118. Concert Band. Study and performance of music for wind band. P — Permission 
of instructor. Spring. 

119. Symphonic Wind Ensemble. Study and performance of music for wind ensem- 
ble. Regular performances on and off campus, including an annual tour. P — 
Audition. 

121. Jazz Ensemble. Study and performance of written and improvised jazz for a 
twenty-member ensemble. P — Audition. 

123. Piano Ensemble. Study of the elements of accompanying and ensemble playing 
through class discussion and studio experience. P — Permission of instructor. 



Applied Music 

Applied music courses are open to all students with the permission of the instruc- 
tor. Credit is earned on the basis of lesson duration and weekly preparation. One 
credit per semester implies a half-hour of instruction weekly and a minimum of one 
hour of daily practice. Two credits per semester implv an hour of instruction weekly 
and a minimum of two hours daily practice. With the permission of the music faculty 
and with a proportional increase in practice, a student may earn three or four credits 
per semester. Students in applied music who do not have basic knowledge of notation 
and rhythm are advised to enroll in Music 101 either prior to or in conjunction with 
applied study. An applied music fee and practice fee are charged for all individual 
instruction. 



112 

161, 261. Individual Instruction. (1 or 2) May be repeated for credit. Technical 
studies and repetoire of progressive difficulty selected to meet the needs and abilities 
of the student. 



a. 


violin 


f 


oboe 


k. French horn 


P- 


piano 


b. 


viola 


g- 


clarinet 


1. trombone 


<!■ 


percussion 


c. 


cello 


h. 


bassoon 


m. baritone 


r. 


guitar 


d. 


bass 


i. 


saxophone 


n. tuba 


v. 


voice 


e. 


flute 


]■ 


trumpet 


o. organ 







165p. Class Piano. (1) Scales, chords, inversions, and appropriate repertoire, with 
emphasis on sight-reading, harmonization, and simple transposition. Designed for 
the beginning piano student. 

165r. Class Guitar 1.(1) Introduction to guitar techniques: strumming, plucking, 
arpeggi, and damping. Reading and plaving from musical notation and guitar 
tablature. For beginning students. 

166r. Class Guitar II. (1) Continuation of guitar techniques. Emphasis on chordal 
progressions, scales, accompanving patterns, and sight reading. P — Music 165r. 

165v. Class Voice I. (1) Introduction to the fundamental principles of singing; 
concepts of breath control, tone, and resonance. 

166v. Class Voice II. (1) Continuation of fundamental vocal techniques. P — Music 
165v or permission of instructor. 

167v. Theatrical Singing I: Class Voice (1) Basic techniques of singing, breath 
control, phonation, and resonance, with emphasis on theatrical projection. Studv 
and performance of musical theatre repertoire. (One hour per week). 

168v. Theatrical Singing II: Class Voice (1) Continuation of theatrical singing 
techniques with increased study and performance of musical theatre repertoire. 
P — Music 167v or permission of instructor. (One hour per week). 

190. Diction for Singers. (2) Study of articulation in singing, with emphasis on 
modification of English; pronunciation of Italian, German, and French. Develop- 
ment of articulatorv and aural skills with use of the international phonetic alphabet. 
Individual performance and coaching in class. (Two hours per week). 

Philosophy 

Gregory D. Pritchard, Chairman 

Professors Robert M. Helm, Marcus B. Hester, Gregory D. Pritchard 

Associate Professor Charles M. Lewis 

Assistant Professor Ralph C. Kennedy III 

A major in philosophv requires thirtv-six credits. The courses must include 261 
and either 161 or 271, two courses from the history sequence (201, 211, 222), and one 
course from each of the following: 230, 23 1 . 24 1 ,242, or 292; 275, 279, 282, 285, or 
287. In addition to these courses, a major in philosophv requires a "major paper," 
consisting of twenty-five or more type-written pages, to be submitted for a course, 
chosen by the student, from among philosophv courses taken during his or her last 



113 



three semesters. This paper may also satisfy the term paper requirement for the 

course. 

A minor in philosophy requires six courses, one of which shall be either Philosophy 

111, 171, or 172. These courses are to be chosen in accordance with one ol the 

following plans, each of which allows two general electives. Although plans A, B, and 

C are designed to complement majors in the specified areas, any one of the plans may 

be chosen bv someone who wants to pursue other interests. 

(A) Art, Literature, and Religion (B) Natural Science 

Philosophy of Art and/or Phi- Philosophy of Science; Logic 

losophy of Religion; one or and/or Symbolic Logic; one or 

more concentration courses more of the following: 201, 

(230, 231. 241, 242, 292); one 211, 222, 230, 231, 233, 241, 

or more of the following: 201. 275, 292. 

211, 222, 261, 275. 

(D) Open Plan 

(C) Social Science. Politics, and Law With departmental approval, a 

Ethics and/or Philosophy of fourth option will be ayailable 

Law; Logic and/or Symbolic to students for whom none of 

Logic; one or more of the fol- the specified plans would be 

lowing: 201,211, 230, 23 1 , 24 1 , appropriate. 
242, 275, 279, 287, 292. 

The Spilman Philosophy Seminar, open to advanced students in philosophy, was 
established in 1934 through an endowment provided by Bernard W. Spilman. The 
income from the endowment is used for the seminar library, which now contains 
about 4,000 volumes. Additional support for the library and other departmental 
activities is provided by the A. C. Reid Philosophy Fund, which was established in 
1960 by friends of the department. The furniture in the library and seminar room 
was donated in honor of Claude V . Roebuck and Mr. and Mrs. W. A. Hough by their 
families. 

Two distinguished alumni of the College have made possible the establishment of a 
lectureship and a seminar. The late Guv T. Carswell endowed the Guy T. and Clara 
Carswell Philosophy Lectureship, and a gift from James Montgomery Hester estab- 
lished the Hester Philosophy Seminar. In addition, a lectureship bearing his name 
has been instituted in honor of Claude V. Roebuck. 

Superior majors are invited by the department to apply for admission to the 
honors program in philosophy. To be graduated with the designation "Honors in 
Philosophy," a qualified student must submit an acceptable prospectus for an honors 
thesis by November for graduation in the spring semester or by May for graduation 
in the fall semester, present a satisfactory paper based on the prospectus, (as judged 
by the student's honors adviser and at least one other member ol the department), 
and show an acceptable level of performance in a discussion of the paper with the 
honors adviser and at least one other member of the department. In lieu of a 
prospectus, the student's "major paper" may be submitted, provided that this occurs 
in the semester before the semester in which he or she is to graduate and provided 
that the paper is re-written in view of criticism and additional research materials as 
appropriate for an honors paper. 



114 



111. Basic Problems of Philosophy. (4) An examination of the basic concepts of 
several representative philosophers, including their accounts of the nature of know- 
ledge, man, God, mind, and matter. 

161. Logic. (4) An elementary study of the laws of valid inference, recognition of 
fallacies, and logical analysis. 

171, 172. Meaning and Value in Western Thought. (4, 4) A critical survey of 
religious and philosophical ideas in the Western world from antiquity to modern 
times. Either Philosophv 171 or 172 satisfies the philosophy or religion requirement; 
both 171 and 172 satisfy both the philosophy and religion requirements; choice 
determined at registration. 

201. Ancient and Medieval Philosophy. (4) A study of philosophical problems such 
as the nature of faith, reason, universals, and God in the thought of Plato, Aristotle, 
Augustine, Abelard, Anselm, Aquinas, and Ockham. P — Philosophy 111, 171, or 
172. 

211. Modern Philosophy. (4) A survey of major philosophers from Descartes to 
Nietzsche. P — Philosophv 1 1 1, 171, or 172. 

222. Contemporary Philosophy. (4) A survey of major philosophers from Russell to 
Sartre. P— Philosophy 111, 171, or 172. 

230. Plato. (4) A detailed analysis of selected dialogues, covering Plato's most impor- 
tant contributions to ethics, political philosophy, theory of knowledge, metaphysics, 
and theology. P — Philosophy 111, 171, or 172. 

231. Aristotle. (4) A study of the major texts, with emphasis on metaphysics, ethics, 
and theory of knowledge. P — Philosophy 111, 171, or 172. 

233. Space and Time in Fact and Fiction. (4) Are space and time fundamentally 
different? Are they properties of the physical world or of minds only? Are they finite 
or infinite in extension and duration? Other questions cover problems and para- 
doxes in the concept of space and in the concept of time travel. P — Philosophy 111, 
171, or 172. Not open to students who have credit for Philosophy 133. 

241. Kant. (4) A detailed study of selected works covering Kant's most important 
contributions to theory of knowledge, metaphysics, ethics, and religion. P — 
Philosophy 111, 171, or 172. 

242. Hegel, Kierkegaard, and Nietzsche. (4) An examination of selected sources 
embodying the basic concepts of Hegel, Kierkegaard, and Nietzsche, especially as 
they relate to each other in terms of influence, development, and opposition. P — 
Philosophy 111, 171, or 172. 

261. Ethics. (4) A critical study of selected problems and representative works in 
ethical theory. P— Philosophy 111, 171, or 172. 

271. Symbolic Logic. (4) Basic concepts and techniques of modern deductive logic, 
beginning with the logic of truth functions and quantification theory. Attention 
given to advanced topics such as descriptions, classes, and number, and to issues in 
the philosophy of logic. 



115 



275. Concepts of the Self. (4) A systematic examination of selected texts, classical and 
contemporary, dealing with the origin, nature, powers, and fate of the self. Authors 
studied include Plato, Aristotle, Descartes, Locke, Hume, Kant, and Wittgenstein. 
Not open to students who have credit for Philosophy 137. P — Philosophy 1 1 1, 171, or 
172. 

279. Philosophy of Science. (4) A systematic exploration of the conceptual founda- 
tions of scientific thought and procedure. P — Philosophy 111, 171, or 172. 

282. Philosophy of Law. (4) A philosophical inquiry into the nature of law and its 
relation to morality. Classroom discussions of readings from the works of classical 
and modern authors focus on issues of contemporary concern involving questions of 
legal principle, personal liberty, human rights, responsibility, justice, and punish- 
ment. P— Philosophy 111, 171, or 172. 

285. Philosophy of Art. (4) A critical examination of several philosophies of art, with 
emphasis upon the application of these theories to particular works of art. P — 
Philosophy 1 1 1, 171, or 172. 

287. Philosophy of Religion. (4) A systematic analysis of the logical structure of 
religious language and belief, including an examination of religious experience, 
mysticism, revelation, and arguments for the nature and existence of God. P — 
Philosophy 111, 171, or 172. 

290. Readings in Philosophy. (4) A discussion of several important works in philoso- 
phy or closely related areas. P — Philosophy 111, 171, or 172. 

292. Wittgenstein. (4) A senior seminar in which the work of Lud wig Wittgenstein on 
several central philosophical problems is studied and compared with that of Frege, 
James, and Russell. Topics include the picture theory of meaning, truth, scepticism, 
private languages, thinking, feeling, the mystical, and the ethical. P — Philosophy 
111, 171, or 172. 

294. Seminar in Epistemological Problems. (4) A senior course requiring a major 
research paper. P — Philosophy 111, 171, or 172. 

295. Seminar in Metaphysical Problems. (4) A senior course requiring a major 
research paper. P — Philosophy 111, 171, or 172. 

297, 298. Seminar: Advanced Problems in Philosophy. (4, 4) Senior courses treating 
selected topics in philosophy. P — Philosophy 111. 171, or 172. 

Physical Education 

William L. Hottinger, Chairman 

Associate Professors William L. Hottinger, Paul M. Ribisl 

Assistant Professors W. Thomas Boone, Dorothy Casey, Leo Ellison, 

Walter Rejeski 

Visiting Assistant Professor Sarah D. Hutslar 

Lecturer J. William Dellastatious 

Instructors Susan E. Balinsky, Donald Bergey, Deborah S. David, Gale Chamblee 

The purpose of the Department of Physical Education is to organize, administer, 



116 



and supervise (1) a professional education program which prepares students interested 
in the field of physical education; (2) a required! elective physical education program 
consisting of conditioning activities, dance, and individual and team sports; and (3) 
an intramural sports program which provides a wide variety of competitive activities. 

Physical Education Requirement 

All entering students are required to complete two semesters of physical educa- 
tion: Physical Education 111, Foundations of Health and Physical Fitness, and one 
additional course selected from the 100-series of phvsical education courses. The 
requirement must be met before enrollment in additional courses for electives. It is 
recommended that the requirement be completed bv the end of the student's first 
year; it must be completed by the end of the second vear. 

Courses in Basic Instruction and Elective Physical Education 

111. Foundations of Health and Physical Fitness 

112. Sports Proficiency 

113. Adaptive Physical Education 

114. Weight Control 

115. Physical Conditioning 

116. Weight Training 

120. Beginning Dance Technique 

121 . Intermediate Dance Technique (P — Physical Education 120 or permission of instructor) 

122. Advanced Dance Technique (P — Physical Education 121 or permission of instructor) 

123. Dance Composition (P — Physical Education 121) 

124. Social Dance 

125. Folk and Social Dance 

130. Beginning Tumbling/Free Exercise 

131. Intermediate Tumbling/Free Exercise 

132. Beginning Gymnastic Apparatus 

133. Intermediate Gymnastic Apparatus 

134. Aero-Sports 

140. Beginning Swimming 

141. Intermediate! Advanced Swimming 

143. Water Ballet! Synchronized Swimming 

144. Springboard Diving 

145. Advanced Lifesaving and Cardio-Pulmonan Resuscitation (P — Strong swimming 
ability) 

146. Water Safety Instructor's Course (P — Current advanced lifesaving certification) 

150. Beginning Tennis 

151. Intermediate Tennis 

152. Advanced Tennis (P — Physical Education 151 or permission of instructor) 

153. Beginning/Intermediate Racquetball 

154. Beginning/Intermediate Badminton 

155. Beginning Squash Racquets 

160. Begijining Golf 

161. Intermediate Golf 



117 



162. Arc hen 

163. Bowling 

164. Beginning/Intermediate Handball 

165. Recreational Games 

170. Volleyball 

1 71 . Soccer 

175. Wrestling 

176. Fencing 

179. Beginning Horseback Riding 

180. Intermediate! Advanced Horseback Riding 

181 . Snow Skiing 

182. Beginning Ice Figure Skating 

183. Intermediate! Advanced Ice Figure Skating 
1 90. Sports Option 

Courses for the Major and Minor 

Students desiring to elect a major in physical education must be of junior standing. 
Biology 1 1 1 and 150 are required. Three tracks are available to majors in physical 
education, they are general physical education, teacher certification, and exercise 
science. All tracks require the following core of courses in physical education: 111, 
212, 230, 250, 352, 353, 360, three beginning 100-level courses and two intermedi- 
ate/advanced 100-level courses. 

Students in the general track must take the following courses in physical education: 
222, 224, 251, plus at least two courses from the following: 220, 226, 240, 310, 363, 
and 370. Students in the teacher certification track must take the following courses in 
physical education: 125, 222. 224, 226, 240, 251, and 363. Students in the exercise 
science track must take Physical Education 215 and 370 plus a ten-hour science 
sequence in biology (beyond 111-150), chemistry, mathematics, or physics. The 
science sequence will be determined in consultation with the major adviser. Physical 
Education 382 is recommended, but not required. 

Students desiring a minor must take the following courses in physical education: 
111,212, 230, 250, 352, 353, three beginning 1 00-level courses and either 226 or two 
intermediate/advanced 100-level courses. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in physical education. Upon successfully meeting specifically out- 
lined requirements, they are recommended for graduation with "Honors in Physical 
Education." Consult an adviser in the Physical Education Department for an outline 
of the requirement. 

Any student interested in majoring in physical education should consult the 
chairman of the department as soon as possible after entering the University. 

201. Outdoor Exploration. (2) Introduction to various outdoor recreational and 
survival skills. (Offered jointly with Military Science.) 

205. Basic Skin and Scuba Diving and Open Water Certification. (2) A course in skin 
and SCUBA diving that offers international certification by the Professional Associa- 
tion of Diving Instructors (PADI). 



118 



212. The Psychology of Sport and Physical Activity. (4) An examination of the 
social-psychological foundations of sport and exercise related phenomena. Attention 
is given to performance as well as mental health issues in these domains. The topics 
discussed include coach-athlete interactions, youth sport, the profile of elite per- 
formers, women in sport, and compliance to exercise programs. 

215. Laboratory Techniques in Excerise Science. (2) A laboratory course designed 
to acquaint the student with standard techniques of measurement in exercise science 
(i.e., anthropometry, body composition, energy metabolism, work ergometry, etc.) in 
the studv of the phvsiologic response to exercise. P — Physical Education 353. 

220. Methods and Materials in Aquatics. (2) Presentation of knowledge, skill, and 
methods of teaching aquatics. 

222. Sports Activities I. (2) A development of theory and skill in selected sports 
(volleyball, softball, soccer). 

223. Health and Physical Education for the Intermediate Grades. (4) The develop- 
ment of physical education skills appropriate for the intermediate grade teacher and 
an understanding of the personal and community health needs appropriate for the 
grade level. 

224. Sports Activities II. (2) A development of theory and skill in selected sports 
(tennis, gymnastics, wrestling, or badminton). P — Physical Education 130 or 132. 

226. Sports Activities and Methods of Teaching. (3) A development of theory and 
skill in selected sports and methods of class administration (baseball, track and field, 
methods of teaching). 

230. First Aid and Athletic Training. (2) A studv of first aid techniques and the care 
and treatment of athletic injuries. 

240. Physical Education for Pre-School and Elementary School. (3) A study of the 
developmental stages of fundamental motor skills and a presentation of methods of 
teaching physical education activities to the pre-school and elementary school child. 

250. Principles of Physical Education and Motor Learning. (3) A study of the 
principles and foundations of the field of physical education, with emphasis on 
learning theories important to psychomotor development. 

251. Organization and Administration. (3) A studv of organization and administra- 
tion of physical education and athletic programs. 

310. Applied Field Study. (2) A course involving application of theory and methods 
of solving problems in a specialized area according to the student's immediate career 
goals. P — Physical Education 250 or permission of instructor. 

352. Anatomy and Kinesiology. (5) A studv of the principles of human motion based 
on the functional knowledge of the anatomical structure of the human body. 

353. Physiology of Exercise. (4) The course presents the many effects of muscular 
activity on the processes of the body which constitute the scientific basis of physical 
education. 



119 

360. Evaluation and Measurement in Health and Physical Education. (3) A course 
in measurement techniques and beginning statistical procedures to determine pupil 
status in established standards of health and physical education which reflect the 
prevailing educational philosophy. 

363. Health and Adapted Physical Education. A study of personal and community 
health needs of school age children and methods of administering physical education 
programs for special students. 

370. Advanced Anatomy and Biomechanics. (5) An advanced study of the anatomi- 
cal structure and the biomechanical principles involved in human motion. Labora- 
tory study will include cadaver dissection and analysis of movement. P — Physical 
Education 352. 

382. Individual Study in Health and Physical Education. ( 1 — 1) Library conferences 
and laboratory research performed on an individual basis. 

Physics 

George P. Williams Jr., Chairman 

Professors Robert W. Brehme, Ysbrand Haven, Howard W. Shields, 

George P. Williams Jr. 

Associate Professor William C. Kerr 

Assistant Professor George Eric Matthews 

The program of courses for each student majoring in physics is developed through 
consultation with the student's major adviser and may lead to either a Bachelor of 
Arts or a Bachelor of Science degree. The B.A. degree requires a minimum of basic 
physics courses and allows a wide selection of electives related to the student's 
interests in other disciplines. The B.S. degree is designed to prepare students for 
careers in phvsics, perhaps beginning with graduate study. 

The Bachelor of Arts degree in physics requires thirty-seven credits in physics and 
must include courses 141. 161, 162, 345, and two from 230, 352, and 351. The 
Bachelor of Science degree in phvsics requires forty-five credits in physics and must 
include courses 311,312, 343, 344, 345, and 346. In special cases the department may 
allow substitutions. For either degree, two courses in chemistry or the equivalent and 
Mathematics 251 are required. 

A typical schedule for the first two years: 

Freshman Sophomore 

Basic and divisional requirements Basic and divisional requirements 

Physics 111, 112 or 121, 122 (five courses) 

Mathematics 111, 112 Physics 141. 162 

Foreign Language Mathematics 251 

If this sequence is followed, the physics major may be completed in such a way as to 
allow considerable flexibility in exercising various options, such as the five-year 
B.A./M.S. program. (For information about this program, consult the department 
chairman.) This saves time, and the outstanding student may qualify for a tuition 
scholarship in the senior year of the five-year program. 



120 



A minor in physics requires twenty-four credits including Phvsics 111-112 or 
121-122, 141, and 162. Students interested in the minor should so advise the 
instuctor of 141 or 162. 

If Physics 111, 112 or 121, 122 is not taken in the freshman year, one of the 
sequences may be taken in the sophomore year; the degree requirements in physics 
may still be completed by the end of the senior year. No student may be a candidate 
for a degree with a major in physics with a grade less than C in general physics 
without special permission of the department. 

Satisfactory completion of the laboratory work is required for a passing grade in all 
courses with a laboratory. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in physics. To be graduated with the designation "Honors in 
Physics," students must complete satisfactorily Physics 38 1 and pass a comprehensive 
written examination. For additional information on these programs or on the en- 
gineering program the chairman or a member of the departmental faculty should be 
consulted. 

101. Conceptual Physics. (5) A non-mathematical introduction to the essential 
principles of classical and modern physics based on a conceptual treatment of the 
more exciting contemporary aspects of the subject. Credit not allowed for both 101 
and 111. Lab — two hours. 

104. Introductory Physics for Teachers. (3 or 4) No lab. Does not satisfy Division II 
requirements. 

105. Descriptive Astronomy. (4) An introductory study of the universe, from the 
solar system to the galaxies. No lab. Does not satisfy Division II requirements. 

106. Physics and the Sounds of Music. (3 or 4) A study of the production, propaga- 
tion, and perception of musical sounds. Satisfies no divisional requirements. No 
prerequisites; no lab. 

108. Energy and the Environment. (2) A descriptive, non-mathematical introduction 
to the concept of energy and its role in the environment. Does not satisfv Division II 
requirements. 

Ill, 112. Introductory Physics. (5, 5) Essentials of mechanics, wave motion, heat, 
sound, electricity, magnetism, optics, and modern phvsics for freshmen and sopho- 
mores. Lab — two hours. 

121, 122. General Physics. (5, 5) A course designed for those who expect to major in 
phvsics or chemistrv. A calculus treatment of the topics covered in 111, 112. A 
student may not receive credit for both this course and Physics 111, 112. Lab — two 
hours. C — Mathematics 111. 

141. Elementary Modern Physics. (4) The development of twentieth century physics 
and an introduction to quantum ideas. P — Phvsics 1 12 or 121; C — Mathematics 112. 

161. Applied Mechanics. (5) The fundamental principles of mechanics. Lab — three 
hours. Offered in the spring of even-numbered years. P — Physics 111 or 121 and 
Mathematics 1 1 1 or equivalent. 



121 

162. Introductory Electricity. (5) The fundamental principles of electricity, mag- 
netism, and electromagnetic radiation. Lab — three hours. P — Physics 112; C 

Mathematics 1 12. 

230. Electronics. (4) Introduction to the theory and application of transistors and 
electronic circuits. Lab— three hours. Offered in the fall of odd-numbered years. P— 
Physics 162 or equivalent. 

301, 302. Physics Seminar. (0, 0) Discussion of contemporary research, usually with 
visiting scientists. Attendance required of junior and senior physics majors. 

311. Mechanics. (4) A junior/senior level treatment of analytic classical mechanics. 
P — Mathematics 251. 

312. Electromagnetic Theory. (4) A junior/senior level treatment of classical electro- 
magnetic theory. P— Physics 162 and Mathematics 251. 

331, 332. Acoustics I, II. (4, 4) A study of the fundamental principles and applica- 
tions of the generation, transmission, and reception of sound and its interaction with 
various media. 

343, 344. Modern Physics. (4, 4) Application of the elementary principles of quan- 
tum mechanics to atomic and molecular physics. 

345, 346. Modern Physics Laboratory. (1, 1) The laboratory associated with 
Physics 343, 344. Lab — three hours. 

351. Thermodynamics and Statistical Mechanics. (4,4) Introduction to classical and 
statistical thermodynamics and distribution functions. Offered in the spring of odd- 
numbered years. 

352. Physical Optics and Spectra. (5) A study of physical optics and the quantum 
treatment of spectra. Lab — three hours. Offered in the fall of even-numbered years. 

381. Research. (4) Library, conference, and laboratory work performed on an 
individual basis. 



Politics 

James A Steintrager, Chairman 

Professors Jack D. Fleer, C. H. Richards Jr., James A. Steintrager 

Professor of History and Asian Studies Balkrishna Govind Gokhale 

Associate Professors David B. Broyles, Carl C. Moses, 

Jon M. Reinhardt, Donald O. Schoonmaker, Richard D. Sears 

Visiting Assistant Professor Robert L. Utley 

Visiting Instructor David R. Herron 

In its broadest conception, the aim of the study of politics is to understand the way 
in which policy for a society is formulated and executed and to understand the moral 
standards by which policy is or ought to be set. This center of interest is often 



122 



described alternatively as the study of power, of government, of the state, or of 
human relations in their political context. For teaching purposes, the study of politics 
has been divided by the department into the following fields: (1) American politics, 
(2) comparative politics, (3) political philosophy, and (4) international politics Intro- 
ductory bourses in the first three of these fields provide broad and fiex.ble 
approaches to studying political life. 

The major in politics consists of thirty-six credits. The courses must include the 
following- (a) a first course selected from Politics 113, 114, or 115; (b) any one 
introductory or advanced course in each of the four fields of the discipline, restricted 
to non-seminar courses; (c) one seminar in politics (usually a student takes no more 
than one seminar in each field and no more than three seminars overall). A minimum 
grade average of C on all courses attempted in politics is required for graduation. 
Majors should consult with their advisers concerning additional regulations. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in politics. To be graduated with the des.gnauon 'Honors in 
Politics.' they must successfully complete Politics 284 and one seminar course For 
additional information members of the departmental faculty should be consulted. 
Politics 284 must be taken as an additional course beyond the thirty-six credits 
ordinarily required. For additional information members of the department faculty 
should be consulted. ,„, , 

The minor in politics requires five courses, ordinarily including Politics 1 13 but 
excluding Individual Study and seminar courses. 

A student who selects politics to fulfill the Division IV requirement must take one 
of the following courses: Politics 1 13, 1 14, or 1 15. No introductory level course is 
required for students taking a politics course as an elective unless such a prerequisite 
is specified in the course description. 

Introductory Courses 

A student may take any one of the following as the first course in the department; 
more than one may be taken. Ordinarily a student is expected to take Politics 1 13 as 
the first course. 

113. Introduction to Politics: American Politics. (4) The nature of politics, political 
principles, and political institutions, with emphasis on their application to the United 
States. 

114. Introduction to Politics: Comparative Politics. (4) Political processes and 
principles as applied to traditional, developing, and mature states. 

115. Introduction to Politics: Political Theory. (4) Major systematic statements of 
the rules and principles of political life. Representative writers are Tocqueville, Dahl, 
and Aristotle. 

American Politics 

210 Public Policy Analysis. (4) Analysis of the substance of public problems and 
policy alternatives. Examination of why government pursues certain polices and the 
consequences of those policies. 



123 

211. Political Parties and Voting Behavior. (4) An examination of party competi- 
tion, party organizations, the electorate and electoral activities of parties, and the 
responsibilities of parties for governing. 

213. Public Administration. (4) Introduction to the study of public administration 
emphasizing policy-making in government agencies. 

218. Congress and Policy-Making. (4) An examination of the composition, authority 
structures, external influences, and procedures of Congress with emphasis on their 
implications for policy-making in the United States. 

220. The American Presidency. (4) Emphasis on the office and the role; contribu- 
tions by contemporary presidents considered in perspective. 

222. Urban Problems and Politics. (4) Political structures and processes in American 
cities and suburbs as they relate to the social, economic, and political problems of the 
metropolis. 

225. American Constitutional Law: Separation of Powers and the Federal System. 

(4) An analysis of Supreme Court decisions affecting the three branches of the 
national government and federal/state relations. 

226. American Constitutional Law: Civil Liberties. (4) Judicial interpretations of 
First Amendment freedoms, racial equality, and the rights of the criminally accused. 

227. Politics, Law, and the Legal Process. (4) Analysis of the nature and possible 
sources of law, the proper role of law in social change, structure and process in the 
legal system, and the impact of legally decided policies on society, including their 
propensity for justice and fairness in American democratic society. 

Comparative Politics 

23 1. Western European Politics. (4) Analysis of the political systems of Great Britain, 
France, and Italy, focusing primarily on the problems of stable democracy. 

232. Government and Politics in the Soviet Union. (4) Analysis of the institutions 
and processes of politics in the USSR and examination of political developments in 
the other states of Eastern Europe. 

233. The Politics of West and East Germany. (4) A study of the political behavior and 
governmental institutions of the capitalist democratic regime of West Germany and 
the authoritarian socialist regime of East Germany. 

234. Goverment and Politics in East Asia. (4) An analysis of the political institutions 
and processes in China and Japan, with emphasis on the problem of modernization. 

235. The Politics of Revolution. (4) The comparative study of revolution as a 
historical phenomenon and as an alternative means of change in the contemporary 
world. Analysis of the nature, the background and causes, the processes, the 
varieties, and the consequences of revolution, and an attempt to assess the capabilities 
or potential of some current movements purporting to be revolutionary. Some 
revolutions receiving particular attention are those of England, France, Russia, 
Mexico, Cuba, and China, and some broad movements included are the New Left 
and contemporary anarchism in the United States and Western Europe. 



124 



236. Government and Politics in Latin America. (4) Comparative analysis of the 
institutions and processes of politics in the Latin American region. 

238. History, Culture, and Political Change. (4) The study of how major cultures 
articulate or symbolize their existence either in history or moving through history. 
Special attention given to an evaluation of current concepts applied to political 
change. 

239. Comparative Bureaucratic Elites. (4) An investigation of the role of top civil 
servants in the decision-making process of industrialized political systems. The 
dilemma of bureaucratic power and democratic accountability explored in the po- 
litical systems of the United States, West Germany, Great Britain, France, Italy, and 
one of the Scandinavian countries. 

242. Problems in Comparative Politics. (4) An intensive study of one or more major 
problems in contemporary comparative politics. 

245. Government and Politics of South Asia. (4) A studv of the governments of 
India, Pakistan, Nepal, and Ceylon. Emphasis on political organizations, party struc- 
tures, and subnational governmental systems. 

International Politics 

251. Fundamentals of International Politics. (4) Fundamental theoretical questions 
of international politics, with special emphasis on existing international patterns. 

252. Current Problems in International Politics. (4) An intensive study of one or 
more major problems of contemporarv international politics. 

254. American Foreign Policy: Contemporary Problems. (4) A critical examination 
of different methods of studying American foreign policy and of selected policies 
followed by the United States since the early 1960s. 

255. American Foreign Policy: The Cold War Period. (4) A critical examination of 
the forces which shape American foreign policy and of selected policies followed 
from World War II to the Cuban Missile Crisis. 

Political Philosophy 

271. Plato, Aristotle, and Classical Political Philosophy. (4) An examination of the 
nature and goals of the classical position, with attention to its origins in ancient 
Athens and its diffusion through Rome and the medieval world. Representative 
writers are Plato, Aristotle, and Cicero. 

272. Equality and Liberty. (4) The arguments for and against democracy and 
republicanism, majority rule, and the rights of man. Representative writers are 
Rousseau and Mill. 

273. Radical Critiques of Political Society. (4) Anarchist, socialist, and communist 
criticisms of and alternatives to existing political societies, with special attention to 
such problems as utopianism and alienation. Representative writers are Marx and 
Nietzsche. 



275. Theory of the American Polity. (4) Critical examination of the nature of the 
American polity as expressed by its founders and leading statesmen. Representative 
writers are the Federalists, Lincoln, and Wilson. Does not meet theory distribution 
requirement for majors. 

276. Medieval Political Philosophy. (4) Philosophy and religion in cooperation and 
conflict. Emphasis on Christian writers with some attention to Muslim and Jewish. 
Representative writers are Aquinas, Dante, and Maimonides. 

278. Foundations of Modern Political Philosophy. (4) An examination of the 
essential writings of thinkers who broke with the past in an attempt to establish a 
more "realistic" approach to the study of politics. Representative writers are 
Machiavelli, Hobbes, and Locke. 

Honors and Individual Study 

284. Honors Study. (4) A conference course with a faculty committee. Readings in 
several fields provide the basis for an extensive paper on a subject of special interest 
to the student. This course is taken in the senior year by all candidates for departmen- 
tal honors. 

287. Individual Study. (2, 3, or 4) Internships, work/studv projects, and other 
individual study programs. 

Seminars 

291. Seminar in American Politics. (4) Readings, research, and independent study 
on selected topics. P — Permission of instructor. 

292. Seminar in Comparative Politics. (4) Readings, research, and independent 
study on selected topics. P — Permission of instructor. 

293. Seminar in International Politics. (4) Readings, research, and independent 
study on selected topics. P — Permission of instructor. 

294. Seminar in Political Philosophy. (4) Readings, research, and independent 
study on selected topics. P — Permission of instructor. 




126 

Psychology 

John E. Williams, Chairman 

Professors Robert C. Beck, Robert H. Dufort, Charles L. Richman 

John E. Williams 

Associate Professors David W. Catron, Philippe R. Falkenberg, 

David Allen Hills 

Assistant Professors Maxine L. Clark, Cecilia H. Solano 

Adjunct Assistant Professor Frank B. Wood 

Visiting Assistant Professors C. Drew Edwards, Jean C. Seeman, Wayne M. Sotile 

Lecturer Brian M. Austin 

Instructors Deborah L. Best, Jerry M. Burger 

Adjunct Instructors Sam T. Manoogian, David S. Stump 

Psychology 151 is prerequisite to all courses of a higher number. Courses num- 
bered below 151 do not count toward Division IV requirements or toward the major 
in psychology. Psychology 21 1, or special permission of the instructor, is prerequisite 
for all 300-level courses except 313, 335, 344, 358, and 367. 

It is recommended that students who are considering psychology as a major take 
Psychology 151 in their freshman year and Psychology 211 in the fall of their 
sophomore year. An average of C or higher in psychology courses is required at the 
time the major is elected. The major in psychology requires the completion of a 
minimum of forty credits in psychology, including 151, 211, 212, and 313. In 
addition, the major student must complete one course from each of the following 
groups: 320, 326, 329, and 333; 341, 351, 355, and 362. No more than forty-eight 
psychology credits may be counted toward the graduation requirements. 

The minor in psvchology requires twenty credits in psychology, distributed as 
follow: 151 (4 credits); 21 1 (5 credits); at least one of the following courses: 320, 326, 
329, 333 (4 credits each); and seven additional credits in courses numbered 200 or 
above. 

Highly qualified majors are invited by the department to participate in the honors 
program in psychology. To be graduated with the designation "Honors in Psy- 
chology," the student must complete satisfactorily a special sequence of courses (381, 
383) and pass an oral or written examination. In addition, the honors student 
normally has a non-credit research apprenticeship with a faculty member. For more 
detailed information members of the departmental faculty should be consulted. 

100. Learning to Learn. (3 or 4) A workshop to help people improve their learning 
skills through the application of basic principles of learning, remembering, and so 
forth. Students at all levels welcomed. No prerequisite. Pass/Fail only. 

102. Exploration of Career Planning. (4) Examination of educational/vocational 
planning as a personal process, based on knowledge of self and the work world. No 
prerequisite. 

151. Introductory Psychology. (4) A systematic survey of psychology as the scientific 
study of behavior. Prerequisite to all courses of a higher number. 



127 



211, 212. Research Methods in Psychology. (5, 5) Introduction to the design and 
statistical analysis of psychological research. Lab — twice weekly. P — Psychology 151. 

239. Altered States of Consciousness. (4) Examination of altered states of conscious- 
ness with special reference to sleep and dreams, meditation, hypnosis, and drugs. 
P — Psychology 151. 

241. Developmental Psychology. (3 or 4) Survey of physical, emotional, cognitive, 
and social development in humans from conception to death. P — Psychology 151. 

245. Survey of Abnormal Behavior. (3 or 4) Study of problem behaviors such as 
depression, alcoholism, antisocial personality, the schizophrenias, and pathogenic 
personality patterns, with emphasis on causes, prevention, and the relationships of 
these disorders to normal lifestyles. P — Psychology 151. 

250. Psychology Abroad. (4) The studv of psvchologv in foreign countries. Content 
and travel plans vary from year to year depending upon interests of faculty and 
students. Usually offered in summer. P — Psychology 151. 

255. Theories of Personality. (3 or 4) A comparative study of classical and contem- 
porary theories of human personality. P — Psychology 151. 

260. Social Psychology. (3 or 4) A survey of the field, including theories of social 
behavior, interpersonal attraction, attitudes and attitude change, and group be- 
havior. P — Psychology 151. 

264. The Therapeutic Process. (4) Theories and laboratory practice of a variety of 
psychotherapeutic methods, with special emphasis on developing the student's 
facilitative skills as a therapeutic agent. P — Psychology 151. 

265. Human Sexuality: A Changing Scene. (4) An exploration of the psychological 
and physiological aspects of human sexuality, with attention to changing sexual 
mores, sexual deviances, sexual dysfunction, and sex-related roles. P — Psychology 
151. 

268. Psychology of Business and Industry. (3 or 4) Psychological principles and 
methods applied to problems commonly encountered in business and industry. 
P — Psychology 151. 

270. Topics in Psychology. ( 1 , 2, or 3) The student selects from among a group of 
short one-credit courses dealing with topics of special interest. The courses meet 
sequentially, not concurrently, and options are offered in each portion of the semes- 
ter. P — Psychology 151. 



270 A Aggression 

27 OB Applications of Psychology 

270C Biofeedback 

27 0D Brain/Behavior Relations 

27 0E Emotion 

27 OF Human Sexuality 

27 0G Information-Processing 



270H Intelligence 

2701 Race and Young Children 

27 0J Memory 

27 OK Psychology and Politics 

270L Sex Stereotypes and Roles 

270M The Gifted and Creative Person 

270N Liking and Loving Relationships 



128 



275. Issues in Psychology. (4) Seminar on contemporary theoretical and research 
issues in psychology. P — Psychology 151. 

280. Directed Study. (1-4) Student research performed under faculty supervision. 
P — Psychology 151 and approval of faculty member prior to registration. 

281. Individual Study. (4) A special project conducted under faculty supervision. 
P — Psychology 151 and permission of the department. 

313. History and Systems of Psychology. (4) The development of psychological 
thought and research from ancient Greece to present trends, with emphasis on 
intensive examination of original sources. P — Psychology 151. 

320. Physiological Psychology. (4) Neurophysiological and neuroanatomical ex- 
planations of behavior. P — Psychology 21 1 or permission of instructor. 

322. Behavior Genetics. (2) A study of the effects of genes and chromosomes on 
behavior and importance of behavior in understanding evolution. P — Psychology 
211. 

323. Animal Behavior. (4) A survey of laboratory and field research on animal 
behavior. This course may count as biology or psychology but not both: choice to be 
determined at registration. P — Permission of instructor. 

326. Learning Theory and Research. (3 or 4) Survey of concepts and research in 
learning, with particular emphasis on recent developments. P — Psychology 211. 

329. Perception. (4) Survey of theory and research findings on various sensory 
systems (vision, hearing, touch, taste). P — Psychology 211. 

333. Motivation of Behavior. (3 or 4) Survey of basic motivational concepts and 
related evidence. P — Psychology 211. 

335. Fundamentals of Human Motivation. (4) Description and analysis of some 
fundamental motivational phenomena, with special reference to human problems; 
includes reward and punishment, conflict anxiety, affection, needs for achievement 
and power, aggression, creativity, and curiosity. P — Psychology 151. 

341. Research in Child Development. (4) Methodological issues and selected re- 
search in child development. Research projects required. P — Psychology 211. 

343. Developmental Disorders. (2) Delayed or distorted neural development stud- 
ied in relation to major disturbances of learning and behavior in children and in the 
aging. P — Psychology 211. 

344. Abnormal Psychology. (4) Descriptive analysis of the major types of abnormal 
behavior with attention to organic, psychological, and cultural causes and major 
modes of therapy. Offered in the summer. P — Psychology 151. 

347. Mental Retardation. (2) A brief overview of mental retardation covering cur- 
rent definitions, diagnostic procedures, primary known causal factors, and treat- 
ment procedures. Includes observational and/or practicum work in community 
centers. P — Psychology 211. 



129 



351. Personality Research. (4) The application of a variety of research procedures to 
the studv of human personality. Research projects required. P — Psychology 211. 

355. Research in Social Psychology. (4) Methodological issues and selected research 
in the study of the human as a social animal. Research projects required. P — 
Psychology 211. 

358. Psychology of Woman. (4) Intensive study of the behavior of women and its 
personal application, including consideration of biological, social, and motivational 
factors. P — Psychology 151. 

361. Operant Conditioning and Behavior Modification. (4) Principles, theory, and 
experimental research in operant learning, with applications to the modification of 
behavior in various populations and situations, P — Psychology 211. 

362. Psychological Tests and Measurements. (4) Theory and application of psycho- 
logical assessment procedures in the areas of intelligence, aptitude, vocational 
interest, and personality. P — Psychology 211. 

363. Survey of Clinical Psychology. (3 or 4) An overview of the field of clinical 
psychology. P — Psychology 245 and senior standing or permission of instructor. 

367. Effectiveness in Parent/Child Relations. (4) A survey of popular approaches to 
child-rearing, with examination of the research literature on parent/child interaction 
and actual training in parental skills. P — Psychology 151. 

369. Contemporary Applications of Psychology. (4) Supervised field experience in 
applied psychology. P — Psychology 151 and permission of instructor. 

378. Instrumentation for Psychological Research. (2-4) Lecture/demonstration 
presentation of electrical and mechanical equipment, followed by practical applica- 
tion in small group project work. Assumes no prior knowledge of electricity or 
construction. P — Permission of instructor. 

381. Honors Seminar. (3) Seminar on selected problems in psychology. Intended 
primarily for students in the departmental honors program. P — Psychology 211 and 
permission of instructor. 




130 



383. Honors Research. (3) Seminar in selected issues in research design, followed by 
independent empirical research under the supervision of a member of the depart- 
mental faculty. P — Psychology 212 and permission of instructor. 

390. Advanced Theory and Method. (4) Seminar in a selected area of psychological 
theory and research. P — Psychology 211. 

392. Contemporary Problems in Psychology. (4) Seminar treatment of current 
theory and research in several "frontier" areas of psychology. Principally for senior 
majors planning to attend graduate school. P — Psychology 21 1 and senior standing. 

Religion 

Emmett Willard Hamrick, Chairman 

Professors John William Angell, George McLeod Bryan, Robert Allen Dyer, 

George J. Griffin, Emmett Willard Hamrick, Carlton T. Mitchell, 

Charles H. Talbert 

Adjunct Professor Jerome R. Dollard 

Associate Professors John E. Collins, Fred L. Horton Jr., Ralph C. Wood Jr. 

Instructor Donald Tyler Carr 

Visiting Lecturers Meredith Lynn Bratcher, Thomas E. Dougherty Jr. 

The department offers courses designed to give every student an opportunity to 
acquire at least an introduction to the life, literature, and most important movements 
in the field of religion. It also seeks to give the students preparing for specialized 
service as religious education directors, ministers, and missionaries the foundational 
courses needed for further study. 

A course in religion is required for all degrees. Any course offered by the depart- 
ment is accepted to meet the requirement except for 218, 237, 240, 266, 270, 273, 
282, 286, 287, 292, and 346. 

A major in religion requires a minimum of thirty-two credits, at least half of which 
must be in courses above the 100 level. 

A minor in religion requires five courses (twenty credits), two of which must be 
above the 100 level. The required courses may include one pass/fail course if the 
course is offered on the pass/fail basis only. The department will provide advisers for 
students electing the minor in religion. 

Pre-ministerial students are advised to include in their program of study, in 
addition to courses in religion, courses in psychology, ancient history, public speak- 
ing, and two languages (Greek or Latin and German or French). 

Highlv qualified majors are invited by the department to apply for admission to the 
honors program in religion. To be graduated with the designation "Honors in 
Religion," they must apply to the chairman of the department for admission to the 
honors program, normally by February of the junior year. Upon completion of all 
the requirements the candidate is graduated with "Honors in Religion." For addi- 
tional information members of the departmental faculty should be consulted. 

111. Introduction to the Old Testament. (4) A survey of the Old Testament designed 
to introduce the student to the historv, literature, and religion of the ancient 
Hebrews. 



131 



112. Introduction to the New Testament. (4) A survey of the literature of the New 
Testament in the context of early Christian history. 

113. The Hebrew Prophets. (4) A study of the background, personal characteristics, 
function, message, contribution, and present significance of the Hebrew prophets. 

114. The Wisdom Literature. (4) An introduction to the Wisdom Literature of the 
Old Testament, with special attention to Proverbs. 

120. Introduction to the Bible. (4) A consideration of prominent themes found in the 
Old and New Testaments. May be taken only by students who do not take Religion 
111 or 112. 

131. Basic Christian Ethics. (4) The Biblical and theological foundation of the 
Christian ethic and its expression in selected contemporary problems. 

161. World Religions. (4) The place of religion in life and the origin, nature, and 
accomplishments of the living religions of the world, studied from the historical point 
of view. 

164. History of Christianity. (4) A rapid survey of the history of the Christian 
Church. 

166. American Religious Life. (4) A study of the history, organization, worship, and 
beliefs of American religious bodies, with particular attention to cultural factors. 

171, 172. Meaning and Value in Western Thought. (4, 4) A critical survey of religion 
and philosophy in the Western world from antiquity to modern times. Either Reli- 
gion 171 or 172 satisfies the philiosophv or religion requirement; both 171 and 172 
satisfy both the philosophy and religion requirements; choice determined at registra- 
tion. 

173. An Introduction to Christian Theology. (4) A study of the ground, structure, 
and content of Christian belief. 

176. Theology and Modern Literature. (4) A study of modern literary artists whose 
themes are primarily theological, from Hopkins to Tolkien. 

200. Myth. (4) A study of the approaches to the interpretation of myth, with a focus 
on the meaning and values implicit in the myths of contemporary culture. 

201. Meaning of Religion. (4) A phenomenological study of different ways of 
defining religion, including views of representative philosophers, psychologists, 
sociologists, anthropologists, theologians, and historians of religion. 

202. Religious Ecstasy. (4) A phenomenological study of religious ecstasy and of the 
methods by which it is obtained. Views of selected psychologists, sociologists, anthro- 
pologists, and historians of religion considered. 

214. Introduction to Biblical Archeology. (4) A survey of the contributions of Near 
Eastern archeology to Biblical studies. 

215. Visions of the End: Jewish and Christian Apocalyptic. (4) Reading and study 
of Biblical and non-Biblical apocalyptic texts. 



132 



217. The Old Testament Apocrypha. (4) Reading of the books of the Apocrypha, 
with special attention to their origin and significance, and with a consideration of the 
ambivalence of Judaism and Christianity toward this literature. Pass/Fail. 

218. Seminar in the Mediterranean World. (4) Travel and study in such countries as 
Greece, Italy, Turkey, Egypt, Lebanon, Syria, and Israel. 

224. Jesus and the Synoptic Gospels. (4) A study of Jesus' proclamation and activity 
in the light of modern critical research on the Gospels. 

236. Church and Community. (4) An examination of the basic needs and trends of 
the contemporary community, especially the rural and suburban, in the light of the 
Christian norms for "the good community." 

237. Black Religion and Black Churches in America. (4) Survey of literature on 
these themes with an examination of the historical background and special attention 
to the contemporary area. 

238. Religion and Science. (4) An analysis of the relationship between science and 
religion in world culture. 

240. Principles of Religion Education. (4) A study of the theory and practice of 
religious education, with emphasis on the basic foundations in religion and educa- 
tion. 

261. Judaism in the First Three Centuries of the Common Era. (4) A study of the 
development of Rabbinic Judaism out of the sects and movements of first century 
Judaism. 

266. Religious Sects and Cults. (4) An examination of certain religious sects in 
America, including such groups as Jehovah's Witnesses, communal groups, and 
Black Muslims. Pass/Fail. 

270. Walker Percy. (4) A theological examination of his novels and essays, his 
Southern stoic background, and his use of European existentialism. 

273. Studies in Ecumenical Theology. (4) A study of various images and models of 
the church, their interrelationships and implication for ecumenism. 

276. The Problem of Evil from Job to Shakespeare. (4) A comparative analysis of 
the source and remedy of evil in Job, Aeschylus, Sophocles, Plato, Dante, and 
Shakespeare. 

277. Christian Literary Classics. (4) A study of Christian texts which are master- 
pieces of literature as well as faith, including works bv Augustine, Dante, Pascal, 
Bunyan, Milton, and Newman. 

282. Honors in Religion. (4) A conference course including directed reading and the 
writing of a research report. 

286, 287. Directed Reading. (1—4, 1—4) A project in an area of study not otherwise 
available in the department, permitted upon departmental approval of a petition 
presented by a qualified student. 



133 



292. Teaching Religion. (4) A study of the teaching of religion in church, school, and 
community. This course may be credited as education for those who are applicants 
for a state teacher's certificate in religious education. 

312. Poetic Literature of the Old Testament. (4) A study of Hebrew poetry, its types, 
its literary and rhetorical characteristics, and its significance in the faith of ancient 
Israel. 

315, 316. Field Research in Biblical Archeology. (4, 4) A study of the religion and 
culture of the ancient Near East through the excavation and interpretation of an 
ancient site. 

317. The Ancient Near East. (4) A comparative study of ancient Near Eastern 
cultures and religions, with special emphasis on Israel's relationships with surround- 
ing peoples. 

321. The Quest for the Historical Jesus. (4) An investigation of the possibility and 
relevance of historical knowledge about Jesus through a consideration of the seminal 
"Lives of Jesus" since the eighteenth century. 

322. The General Epistles. (4) An exegetical study of two or more of the general 
Epistles, with emphasis on the setting of the epistles in the life of the Early Church. 

326. Early Christian Theologians: Paul. (4) An introduction to the Pauline inter- 
pretation of Christianity and its place in the life of the Early Church. 

327. Early Christian Theologians: The Fourth Evangelist. (4) An examination of 
the Johannine interpretation of Jesus and Christian faith. 

332. Religion and the Social Crisis. (4) An interdisciplinary approach to the study of 
society today, with particular attention to views of human nature and social institu- 
tions as reflected in religion, the social sciences, and related disciplines. 

334. Christian Ethics and Contemporary Culture. (4) A study of the encounter 
between the Christian ethic and the value systems implicit in social areas such as 
economics, politics, race, and sex. 

(a) Bio-medical Decisions 

(b) Feminist Theology 

346. Theological Foundations of Religious Education. (4) A study of theological 
methodology, theories of learning, and philosophies of education in terms of their 
implications for religious education. 

350. Psychology of Religion. (4) An examination of the psychological elements in 
the origin, development, and expression of religious experience. 

354. Religious Development of the Individual. (4) A studv of growth and develop- 
ment through childhood and adolescence to adulthood, with emphasis on the role of 
the home and the church in religious education. 

355. Theology of Pastoral Care and Counseling. (4) A studv of the relationship 
between theology and the purpose, theories, and methods of pastoral care. P — 
Permission of instructor. 



134 



360. Hinduism. (4) A study of the fundamental features of the Hindu tradition. 

361. Buddhism. (4) A study of the Buddhist tradition, its fundamental features, and 
its impact on the culture of Asia. 

363. Hellenistic Religions. (4) Consideration of available source materials, questions 
of method, and bibliography related to such Hellenistic religions as the mysteries, 
Hellenistic Judaism, and Gnosticism. 

364. Islam. (4) A study of the fundamental concepts of Islamic thought and the 
historical context of its development. Both the ancient and contemporary impact of 
the teachings of Islam considered. 

365. History of Religions in America. (4) A studv of American religions from 
colonial times until the present. 

373. History of Christian Thought. (4) A studv of the history of Christian thought, 
beginning with its Hebraic and Greek backgrounds and tracing its rise and develop- 
ment to modern times. 

374. Contemporary Christian Thought. (4) An examination of the major issues and 
personalities in modern theology. 

376. The Origins of Existentialism. (4) A study of the principal nineteenth century 
figures who form the background for twentieth century existentialism: Goethe, 
Kierkegaard, Nietzsche, Dostoevsky, and Tolstoy. 



Hebrew 

111, 112. Elementary Hebrew. (4, 4) A course for beginners in the classical Hebrew 
of the Bible, with emphasis on the principles of Hebrew grammar and the reading of 
Biblical texts. Both semesters must be completed. 

153. Intermediate Hebrew. (4) Intensive work in Hebrew grammar and syntax based 
upon the readings of selected texts. Readings emphasize post-Biblical Hebrew. 
P — Hebrew 111, 1 12, or the equivalent. 

211. Hebrew Literature. (4) The reading and discussion of significant Biblical 
Hebrew texts. P — Hebrew 153. 




135 



212. Hebrew Literature II. (4) The reading and discussion of significant Biblical and 
post-Biblical texts. Offered on demand. P — Hebrew 153. 

301. Introduction to Semitic Linguistics. (4) A study of the history and stucture of 
four languages from the Hamito-Semitic familv. 



Romance Languages 

Mary Frances Robinson, Chairman 

Professor of Humanities Germaine Bree 

Professors Shasta M. Bryant, Harry L King Jr., John E. Parker Jr., 

Mary Frances Robinson, Richard L. Shoemaker, Anne S. Tillett 

Associate Professors Doranne Fenoaltea, Kathleen Glenn, Milorad R. Margitic, 

Gregorio C. Martin, Blanche C. Speer 

Visiting Assistant Professors Julian Bueno, Ruth M. Mesavage, 

Candelas M. Newton 

Lecturers Bianca Artom, Eva Marie Rodtwitt 

Instructors Frances Creighton, Charles V. Ganelin, Anna- Vera Sullam (Venice), 

Frank H. Whitchurch 

The major in French requires a minimum of thirty-six credits, at least twenty-four 
of which must be in literature. French 219 and 221 or their equivalents are required; 
History 32 1 and 322 are recommended. An average of at least C must be earned in all 
courses taken in the major. 

The minor in French language and culture requires twenty credits in French above 
French 153. It includes French 219, 221, 224, or their equivalents. The minor in 
French literature requires twenty credits in French literature above French 153. 

The major in Spanish requires a minimum of thirty-six credits, at least twenty of 
which are normally in the literature of Spain and Spanish America. Spanish 219 and 
22 1 or their equivalents are required; Spanish 223 and 224 and eight credits chosen 
from 225, 226, and 227 are recommended. Spanish 181, 1829, and 187 may not 
count toward the major. An average of at least C must be earned in all courses taken 
in the major. 

The minor in Spanish language and culture requires twenty credits in Spanish 
above Spanish 153. It includes 214 or 215 or 216, plus 219, 221, 223, and 224. The 
minor in Hispanic literature requires twenty credits in Spanish above Spanish 153. It 
includes 214 or 215 or 216, plus 225, 226, 227 and one additional advanced course in 
literature. For both Spanish minors, with departmental approval, equivalent courses 
may be selected from the programs in Salamanca or Bogota, and certain other 
substitutions may be made. 

A joint major is offered in French and Spanish, consisting of fifty-six credits in the 
two languages and literatures, excluding elementarv language. Required courses for 
this major are French 1 53x, 2 16, 2 1 7, 2 1 9, 22 1 , and 224; Spanish 1 53x, either 2 1 5 or 
216,219,221, either 223 or 224, and eight credits from 225 through 227. Equivalents 
maybe substituted. An average of at least C must be earned in all courses taken in the 
major. 



136 



All majors are strongly urged to take advantage of the department's study abroad 
programs and to live for at least a semester at one of the foreign language residence 
centers at the Graylyn Estate. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in French or Spanish. To be graduated with the designation "Hon- 
ors in Romance Languages," a candidate must complete French or Spanish 280 and 
281 and pass a comprehensive written and oral examination. The oral examination 
may be conducted, at least in part, in the major language. For additional information 
members of the departmental faculty should be consulted. 

101. Self-Instructional Language. (4) A self-instructional language course covering 
the principles of grammar and pronunciation in one of the less commonly taught 
languages, such as Japanese, Swedish, Arabic, or Thai. Individual self-instruction in 
the language of the student's choice through the use of recorded material and 
textbooks. Admission by petition to the Foreign Language Placement Review Com- 
mittee. Elective credit only; does not satisfy basic or divisional course requirements. 



French 

111, 112. Elementary French. (4, 4) A course for beginners, covering the principles 
of French grammar and emphasizing speaking, writing, and the reading of 
elementary texts. Lab required. 

113. Intensive Elementary French. (5) A one-semester course covering the elements 
of grammar and skills presented in French 111,1 12. Intended for students whose 
preparation for French 153 is inadequate. Not open to students who have received 
credit for French 112. Lab required. 

153. Intermediate French. (5) A review of grammar and composition with practice in 
conversation. Reading of selected texts. Lab required. P — French 1 12, 1 13. or two 
years of high school French. 

153x. Intermediate French. (4) Open to students by placement or permission. Lab 
required. 

164. A Classic in Comedy. (2^1) Participants plan and present a production of a 
French comedy. The play is rehearsed and performed in French; students are 
involved in all aspects of production. P — Permission of instructor. 

181. Swiss French Civilization. (4) The course is designed to acquaint the student 
with the Swiss people and their civilization through living for a few weeks with 
families. Visits are made to points of cultural interest, historical, literary, and artistic. 
A journal and a paper describing in detail some aspect of Swiss French civilization, 
both in French, are required. Usually offered in the summer. 

185. Paris, Cultural Center of France. (4) A study of Paris monuments on location to 
explore the development of the city as capital and cultural center of France. No 
prerequisites. Usually offered in the summer. 

199. French Individual Study. (2-4) P — Permission of the department. 



137 



213. Masterpieces of French Literature I. (4) Reading of selected texts in French. 
Particular periods, genres, and authors may vary from section to section. Parallel 
reading and reports. Only one course in masterpieces may count toward the major or 
minor, but either may satisfy the basic or divisional requirement. P — French 153 or 
equivalent. 

214. Masterpieces of French Literature II. (4) Reading of selected texts in French. 
Particular periods, genres, and authors may vary from section to section. Parallel 
reading and reports. Only one course in masterpieces may count toward the major or 
minor, but either may satisfy the basic or divisional requirement. P — French 153 or 
equivalent. 

216. Survey of French Literature from the Middle Ages through the Eighteenth 
Century. (4) Studv of selected texts, parallel reading, and study of trends and 
movements. Taught largely in French. P — French 153 or permission of instructor. 

217. Survey of French Literature of the Nineteenth and Twentieth Centuries. (4) 

Study of selected texts, parallel reading, and study of trends and movements. Taught 
largelv in French. P — French 153 or permission of instructor. 

219. Composition and Review of Grammar. (4) A systematic review of the fun- 
damental principles of comparative grammar, with practical training in writing 
idiomatic French. Required for major. P — French 153 or equivalent. 

221. Conversation and Composition. (4) Practice in speaking and writing French, 
stressing correctness of sentence structure, phonetics, pronunciation, fluency, and 
vocabulary for everyday situations. Required for major. Lab required. P — French 
153 or equivalent. 

224. French Civilization. (4) An introduction to French culture and its historical 
development. Emphasis on intellectual, artistic, political, social, and economic life of 
France. Taught in French. P — French 221 or permission of instructor. 

227. History of French Civilization. (2) An introduction to the historical develop- 
ment of French culture, including consideration of its intellectual, artistic, and 
political heritage. Taught in French. P — French 221 or permission of instructor. 

228. Contemporary France. (2) A study of present-day France, including aspects of 
geography and consideration of social, political, and educational factors in French 
life today. Taught in French. P — French 221 or permission of instructor. 

229. Business French. (4) A study of French used in business procedures, empha- 
sizing specialized vocabulary pertaining to business correspondence, corporate orga- 
nization, banking, and governmental relations, with practice in translation and 
interpretations, oral and written. P — French 2 1 9 and 22 1 or permission of instructor. 

231. Medieval French Literature. (2^1) A survey of French literature of the Middle 
Ages with cultural and political backgrounds. Selected masterpieces in original form 
and modern transcription. P — French 216 or 217 or permission of instructor. 



138 



233. Sixteenth Century French Literature. (4) The literature and thought of the 
Renaissance in France, with particular emphasis on the works of Rabelais, 
Montaigne, and the major poets of the age. P — French 216 or 217 or permission of 
instructor. 

241. Seventeenth Century French Literature. (4) A study of the outstanding writers 
of the Classical Age. P — French 216 or 217 or permission of instructor. 

242. Seminar in Seventeenth Century French Literature. (4) A study of selected 
topics of the period. Topics may vary from year to year. P — French 216 or 217 or 
permission of instructor. 

251. Eighteenth Century French Literature. (2—4) A survey of French literature of 
the eighteenth century with cultural and political backgrounds. P — French 216 or 
217 or permission of instructor. 

252. Seminar in Eighteenth Century French Literature. (2-4) Study of selected 
topics of the period. Topics vary from year to year. P — French 216 or 217 or 
permission of instructor. 

261. Nineteenth Century French Literature. (4) A study of French literature of the 
nineteenth century with cultural and political backgrounds. P — French 2 1 6 or 2 1 7 or 
permission of instructor. 

262. Seminar in Nineteenth Century French Literature. (4) Studv of selected topics 
of the period. Topics vary from year to year. P — French 2 1 6 or 2 1 7 or permission of 
instructor. 

263. Trends in French Poetry. (4) A study of the development of the poetic genre 
with analysis and interpretation of works from each period. P — French 216 or 217 or 
permission of instructor. 

264. French Novel. (4) A broad survey of French prose fiction, with critical study of 
several masterpieces in the field. P — French 216 or 217 or permission of instructor. 

265. French Drama. (4) A study of the chief trends in French dramatic art, with 
reading and discussion of representative plavs. P — French 2 1 6 or 2 1 7 or permission 
of instructor. 

271. Twentieth Century French Literature. (4) A studv of general trends and 
representative works of the foremost prose writers, dramatists, and poets. P — French 
216 or 217 or permission of instructor. 

272. Seminar in Twentieth Century French Literature. (4) Study of selected topics of 
the period. Topics vary from year to year. P — French 216 or 217 or permission of 
instructor. 

280. Directed Research. (2) Required for honors in French. 

281. Directed Study. (3, 4) Extensive reading and/or research to meet individual 
needs. Required for departmental honors. P — Permission of the department. 

371. Surrealism. (4) Origins, theories, evolution, and impact. This course examines 
the interconnections between Surrealist poetry and painting and the works of Bre- 
ton, Eluard, and Aragon. Conducted in French. P — French 221 or equivalent. 



139 



372. Proust. (4) Study of substantial portions of Proust's A la Recherche du temps perdu, 
its themes, and their significance in historical and aesthetic context. Conducted in 
French. P — French 221 or equivalent. 

373. French Images of America. (4) A study of French points of view through the 
reading of texts beginning with Tocqueville and ending with Michel Butor's Mobile. 
The course attempts to relate them to a variety of circumstances and influences, 
political, sociological, and cultural. Conducted in French. P — French 221 or equiva- 
lent. 

Semester in France 

The department sponsors a semester in France in Dijon, the site of a well estab- 
lished French university. Students go as group in the fall semester, accompanied by a 
departmental faculty member. 

No particular major is required for eligibility. However, a student (1) should be of 
junior standing and (2) should have taken as prerequisite French 22 1 or its equivalent 
or at least one French course beyond the intermediate level. 

Students are placed in language courses according to their level of ability in 
French, as ascertained by a test given at Dijon. Courses are taught by native French 
professors. The resident director supervises academic, residential, and extracurricu- 
lar affairs and has general oversight of independent study projects. 

2232. Advanced Oral and Written French. (2-4) Study of grammar, composition, 
pronunciation, and phonetics, with extensive practice in oral and written French. 

2282. Contemporary France. (4) A study of present-day France, including aspects of 
geography and consideration of social, political, and educational factors in French 
life today. 

2292. French Civilization. (2^4) An introduction to French culture and its historical 
development. Field trips to museums and to points of historical and cultural signifi- 
cance in Paris and in the French provinces. 

2402. Independent Study. (2-4) One of several fields; scholar'sjournal and research 
paper. Supervision by the director of the semester in France and evaluation by the 
department for which credit is granted. Work may be supplemented by lectures on 
the subject given at the Universite de Dijon Faculte des Lettres et Sciences Humaines. 

2752. French Literature. (2) Topics in the novel, theatre, and poetry of France, 
largely of the period since 1850. 

2762. Literary Pilgrimage. (2-4) Reading of selected French texts, with visits to sites 
having literary associations. A study of the relationship between milieux and works. 
Taught in French-speaking countries. 

Art 2712. Studies in French Art. (2) Lectures and field trips in French painting, 
sculpture, and architecture, concentrating on the eighteenth and nineteenth cen- 
turies. 

History 2262. The Golden Age of Burgundy. (2) Burgundian society, culture, and 
government in the reigns of Philip the Bold, John the Fearless, Philip the Good, and 
Charles the Rash, 1384-1477. 



140 



Spanish 

111, 112. Elementary Spanish. (4, 4) A course for beginners covering grammar 
essentials and emphasizing speaking, writing, and the reading of elementary texts. 
Lab required. 

113. Intensive Elementary Spanish. (5) A one-semester course covering the ele- 
ments of grammar and skills presented in Spanish 111, 112. Intended for students 
whose preparation for Spanish 153 is inadequate or who have demonstrated pro- 
ficiency in another language. Not open to students who have received credit for 
Spanish 112. Lab required. 

153. Intermediate Spanish. (5) A review of grammar and composition with practice 
in conversation. Reading of selected texts. P — Spanish 1 12 or 1 13 or two years of high 
school Spanish or equivalent. Lab required. 

153x. Intermediate Spanish. (4) Open by placement or permission. Lab required. 

162. A Panorama of Drama. (2-4) A brief sampling of Spanish drama from its early 
period to the contemporarv theatre, studying in Spanish representative works from 
each major period. Approximately six plays. The class selects one play to present in 
Spanish, with students having directing and acting responsibilities. 

181. Colombia: Study Tour of Bucaramanga, Cali, and Medellin. (4) Travel in 
Colombia and residence in one of its major cities in homes of private families for a 
period of three weeks. Students receive instruction in spoken Spanish and in 
Colombian literature and anthropology and political, social, or economic history. 
Usually offered in the summer. 

187. Culture and Language. (4) A study of Spanish culture and language, tailored to 
various levels of student ability. Taught only in the Spanish-speaking world. Does not 
count toward the major. Usually offered in the summer. 

199. Individual Study. (2—4) P — Permission of the department. 

214. Introduction to Hispanic Literature. (4) Selected readings in Spanish and 
Spanish American literature. Designed as a substitute for either Spanish 215 or 216. 
Offered in the summer. P — Spanish 153 or equivalent. 

215. Major Spanish Writers. (4) Reading of selected texts. P — Spanish 153 or 
equivalent. 

216. Major Spanish American Writers. (4) Reading of selected texts. P — Spanish 153 
or equivalent. 

219. Advanced Grammar and Composition. (4) A systematic review of the fun- 
damental principles of comparative grammar, with practical training in writing 
idiomatic Spanish. Lab required. P — Spanish 153 or equivalent. 

221. Conversation and Composition. (4) Practice in speaking and writing Spanish, 
stressing correctness of sentence structure, phonetics, pronunciation, fluency, and 
vocabulary of everyday situations. Lab required. P— Spanish 153 or equivalent. 



141 



223. Latin American Civilization. (4) The culture and its historical development; 
emphasis on intellectual, artistic, political, social, and economic life. P — Spanish 153 
or 216. 

224. Spanish Civilization. (4) The culture and its historical development; emphasis 
on intellectual, artistic, political, social, and economic life. P — Spanish 215 or 216. 

225. Survey of Spanish Literature from the Middle Ages through the Seventeenth 
Century. (4) Extensive reading and study of trends and influences. P — Spanish 215 
or 216. 

226. Survey of Spanish Literature from the Eighteenth Century to the Present. (4) 

Extensive reading and study of trends and movements. P — Spanish 215 or 216. 

227. Survey of Spanish American Literature. (4) Extensive reading and study of 
works from the colonial through the contemporary periods, with emphasis on the 
late nineteenth and twentieth centuries. P — Spanish 215 or 216. 

229. Commercial, Official, and Social Correspondence. (4) Instruction in the spe- 
cial vocabularies, formats, and styles required in written and telegraphic communica- 
tions. Students write in Spanish communications appropriate to each type of corre- 
spondence. P — Spanish 215 or permission of instructor. 

234. Spanish Prose Fiction before Cervantes. (4) A study of the several types of 
prose fiction, such as the sentimental, chivalric, pastoral, Moorish, and picaresque 
novels, prior to 1605. P — Spanish 215 or 216. 

241. Golden Age Drama. (4) A study of the major dramatic works of Lope de Vega, 
Calderon de la Barca, Tirso de Molina, Ruiz de Alarcon, and others. P — Spanish 215 
or 216. 

243. Cervantes. (4) Intensive study of the life and works of Cervantes, with special 
emphasis on the Quixote and the novelas ejemplares. P — Spanish 215 or 216. 

244. Seminar in Cervantes. (2 — 1) A study of special aspects of Cervantes' works, such 
as the novelas ejemplares and his dramatic works. P — Spanish 215 or 216. 

252. Seminar in Hispanic Poetry. (2—4) A study of selected topics, such as gongoris- 
mo, the romancero, and the Generation of 1927. P — Spanish 215 or 216. 

261. Nineteenth Century Spanish Novel. (4) A study of the novels of Valera, Pereda, 
Galdos, Pardo Bazan, Blasco Ibafiez, and their contemporaries. P — Spanish 215 or 
216. 

265. Spanish American Novel. (4) A study of the novel in Spanish American from its 
beginning through the contemporary period. P — Spanish 215 or 216. 

266. Seminar in Spanish American Novel. (4) A study of one or more categories of 
Spanish American novels, such as romantic, indianista, realistic, gauchesca, and social 
protest. P — Spanish 215 or 216. 

269. Nineteenth Century Spanish Drama. (4) A study of the principal dramatic 
works from neoclassicism to the end of the century. P — Spanish 215 or 216. 



142 



271. Modern Spanish Drama. (4) A study of the principal dramatic works from the 
end of the nineteenth century through the contemporary period. P — Spanish 215 or 
216. 

273. Modern Spanish Novel. (4) A study of representative Spanish novels from the 
Generation of 1898 through the contemporary period. P — Spanish 215 or 216. 

274. Seminar in Modern Spanish Literature. (2-4) An analysis of selected works 
representative of such movements as costumbrismo, realism, naturalism, and the 
contemporary social novel. P — Spanish 215 or 216. 

275. Special Topics. (2—4) Selected special topics in Spanish or Spanish American 
literature, such as the Spanish Romancero or the contemporary Spanish American 
novel. Offered at irregular intervals. 

280. Directed Research. (2) Required for honors in Spanish. 

281. Directed Study. (3—4) Extensive reading and/or research, to meet individual 
needs. Required for departmental honors. P — Permission of the department. 

Semester in Spain 

The department offers a semester in Spain at Salamanca, the site of a well- 
established Spanish university. Students go as a group in the spring semester, 
accompanied by a professor from the College. 

No particular major is required for eligibility. However, a student ( 1 ) should be of 
junior standing, (2) should have completed intermediate Spanish or its equivalent, 
and (3) should be approved by both the major department and the Department of 
Romance Languages. A course in Spanish conversation is also recommended. 

1829. Introduction to Spain. (2—4) Familiarization with the Spanish people, Spanish 
culture, and daily life in Spain. Classes in conversational and idiomatic Spanish, 
excursions to points of historical and artistic interest, and lectures on selected topics. 

2049. Spanish Phonetics and Phonology. (4) Theory and practical application of the 
elements involved in speaking correct Spanish. 

2059. History of the Spanish Language. (4) Evolution and historical development of 
the Spanish language, including regional dialects and present-dav variations in the 
spoken and written form. 

2419. Spanish Literature of the Golden Age. (4) A survey of the most important 
authors and genres of the Golden Age, with particular emphasis on the novel and the 
drama. 

2539. Contemporary Spanish Poetry. (4) Survey of the most important poets and 
poetic movements of the contemporary period. 

Sociology 2029. Social-Political Structures of Present-Day Spain. (4) A study of the 
various social and political elements which affect the modern Spanish state. 

History 2019. General History of Spain. (4) History of Spain from the pre- Roman 
period to the present day. 



143 



Art 2029. Spanish Art and Architecture. (4) A study of the development and 
uniqueness of Spanish art and architecture within the framework of Mediterranean 
and Western art in general. 

Chinese 

111, 112. Elementary Chinese. (4, 4) Emphasis on the development of listening and 
speaking skills in Mandarin. Brief introduction to the writing system. Basic sentence 
patterns covered. Lab required. 

199. Individual Study. (2^4) P — Permission of the department. 



Hindi 

111, 112. Elementary Hindi. (4, 4) Attention given mainly to basic Hindi grammar, 
vocabulary building, simple composition, and conversation. Lab required. 

153. Intermediate Hindi. (4) Advanced practice in Hindi composition and conversa- 
tion and introduction to literary Hindi. Lab required. P — Hindi 111, 112, or the 
equivalent. 

211. Hindi Literature. (4) Reading and translation of selected texts in prose and 
poetry and journalistic Hindi. Lab required. P — Hindi 153. 

Italian 

113. Elementary Italian. (5) Intensive course for beginners, emphasizing the struc- 
ture of the language and oral practice. Recommended for students in the Venice 
program and for language majors. Lab required. Lecture — five hours. Offered every 
semester. 

153. Intermediate Italian. (5) Continuation of 1 13, with emphasis on reading and 
speaking. Lab required. Lecture — five hours. P — Italian 113 or two years of high 
school Italian. 

153x. Intermediate Italian. (4) Open by placement or permission. Lab required. 

199. Individual Study. (2-4) P — Permission of instructor. 

215. Introduction to Italian Literature I. (4) Reading of selected texts in Italian. 
Satisfies basic requirement in foreign language. Offered in the spring. P — Italian 1 53 or 
equivalent. 

216. Introduction to Italian Literature II. (4) May alternate with 215. Satisfies basic- 
requirement in foreign language. P — Italian 153 or equivalent. 

Semester in Venice 

2213. Spoken Italian. (4) Course in oral Italian, offered only in Venice. Students are 
placed in small groups according to their levels of fluency. Elective credit. 



144 



Norwegian 

190, 191. Norwegian. (4, 4) Independent study of the language and directed reading 
of texts in Norwegian. Primarily for students specializing in foreign languages. 

Russian 

111, 112. Elementary Russian. (4, 4) The essentials of Russian grammar, conversa- 
tional drill, and reading of elementary texts. Lab required. P — Permission of in- 
structor. 

153. Intermediate Russian. (5) Training in principles of translation with grammar 
review and conversation practice. Lab required. P — Russian 112 or equivalent. 

153x. Intermediate Russian. (4) Open by placement or permission. Lab required. 

215. Introduction to Russian Literature. (4) Reading of edited texts from the 
nineteenth century. P — Russian 153 or equivalent. 

216. Introduction to Russian Literature. (4) Reading of edited texts from the 
twentieth centurv. P — Russian 153 or equivalent. 

217. Seminar in Nineteenth Century Russian Literature. (4) A study of the foremost 
writers, with reading of representative works. P — Russian 153 or equivalent. 

218. Seminar in Contemporary Russian Literature. (4) Reading of representative 
works in Russian with discussion of political and cultural backgrounds. P — Russian 
153 or equivalent. 

Sociology 

Philip J. Perricone, Chairman 

Professor John R. Earle 

Associate Professors William H. Gulley, Philip J. Perricone 

Assistant Professors Catherine T. Harris, Willie Pearson Jr. 

Visiting Assistant Professor James D. Walter 

A major in sociology requires thirty-six credits and must include Sociology 151, 
371, and 372. A minimum average of 2.0 in sociology courses is required at the time 
the major is declared. A minimum grade point average of 2.0 in all sociology courses 
is required for graduation. 

A minor in sociology requires twenty credits and must include Sociology 151 and 
Sociology 371. A minimum grade point average of 2.0 in sociology courses is re- 
quired at the time the minor is declared. A minimum grade point average of 2.0 in 
sociology courses is required for certification as a minor. Students who intend to 
pursue a sociology minor are encouraged to notify the department early in their 
junior year, and they are invited to participate in all departmental functions. 

To be graduated with the designation "Honors in Sociology," highly qualified 
majors are invited to apply to the department for admission to the honors program. 
They must complete a senior research project, document their research, and satisfac- 
torily defend their work in an oral examination. For additional information members 
of the departmental faculty should be consulted. 



145 



151. Principles of Sociology. (4) General introduction to the field; social organiza- 
tion and disorganization, socialization, culture, social change, and other aspects. 

152. Social Problems. (4) Survey of contemporary American social problems. P — 
Sociology 151. 

205. Photography in the Social Sciences. (4) Explores the use of photography as a 
research technique for the social sciences; camera and darkroom instruction in- 
cluded. P — Permission of instructor. 

248. Marriage and the Family. (4) The social basis of the family, emphasizing the 
problems growing out of modern conditions and social change. 

301. Religion as a Social Institution. (4) A study of the various forms of religion, 
such as denomination, cult, sect. The relationship between religious factors and 
other social factors. Civil religion and religiosity in the U.S. P— Sociology 151. 

305. Male and Female Roles in Society. (3 or 4) Changing male and female roles in 
the context of societal institutions and sociological theories that explain such changes. 
Consideration of feminism as a social movement and of consequences of changing 
roles for human interaction. P — Sociology 151. 

310. Death and Dying. (4) Study of some of the basic issues and problems of modern 
man in accepting and facing death. P — Permission of instructor. 

311. Women in Professions. (4) Emphasis on the status of women in professional 
occupations (e.g., law, medicine, science, business, etc.) in socio-historical perspec- 
tive. P — Sociology 151. 

325. Self and Society: An Interactionist Perspective. (4) An analysis of the effects of 
social relationships upon self-development, self-presentation, and the learning of 
social roles and norms, with special emphasis on language and symbolic interaction. 
P — Sociology 151. 

333. The Urban Community. (4) A survey of materials relating to the community as a 
unit of sociological investigation, with emphasis on the urban setting. Of particular 
value for social work or community planning. P — Sociology 151. 

334. Sociology of Education. (4) An analysis of the social forces that shape education- 
al policies in the U.S. Assessment of significant contemporary writings on the man- 
ifest and latent functions of education. P — Sociology 151. 

335. Medical Sociology. (4) Analysis of the social variables associated with health and 
illness and with the practice of medicine. P — Sociology 151. 

337. Aging in Modern Society. (4) Basic social problems and processes of aging. 
Social and psychological issues discussed. Course requirements will include field 
placement in a nursing home or similar institution. P — Sociology 151 and permission 
of instructor. 

340. Sociology of Child Development. (4) Socialization through adolescence in the 
light of contemporary behavioral science, emphasizing the significance of social 
structure. P — Sociology 151. 



146 



341. Criminology. (4) Crime, its nature, causes, consequences, methods of treat- 
ment, and prevention. P — Sociology 151. 

342. Juvenile Delinquency. (3 or 4) The nature and extent of juvenile delinquency; 
an examination of prevention, control, and treatment programs. P — Sociology 151 
and permission of instructor. 

343. Sociology of Law. (4) Consideration will be given to a variety of special issues: 
conditions under which laws develop and change, relationships between the legal 
and political system, the impact of social class and stratification upon the legal order. 
P — Sociology 151 or permission of instructor. 

344. The Sociology of Deviant Behavior. (3 or 4) A sociological analysis of the nature 
and causes of and societal reaction to deviant behavior patterns such as mental illness, 
suicide, drug and alcohol addiction, sexual deviation, and criminal behavior. P — 
Sociology 151. 

346. Seminar on Social Utopias. (4) Survey of major Utopian literature; emphasis is 
placed upon both the social organization in Utopian proposals and their implicit 
critique of current society and social ideologies. P — Sociologv 151. 

347. Society, Culture, and Sport. (4) An examination of the interrelationship of sport 
and other social institutions. Emphasis on the studv of both the structure of sport and 
the functions of sport for society. P — Sociology 151. 

348. Sociology of the Family. (4) The family as a field of sociological study. Assess- 
ment of significant historical and contemporary writings. An analysis of the struc- 
ture, organization, and function of the family in America. P — Sociology 151. 

349. Sociology of Science. (4) Emphasis on the origins and growth of science in 
socio-historical perspective, reciprocal relations between science and society in the 
twentieth century, science as a social system. P — Sociology 151 or permission of 
instructor. 

358. Population and Society. (4) Techniques used in the studv of population data. 
Reciprocal relationship of social and demographic variables. P — Sociology 151. 

359. Race and Ethnic Relations. (4) Racial and ethnic group prejudice and discrim- 
ination and their effect on social relationships. Emphasis on psychological and 
sociological theories of prejudice. P — Sociologv 151. 

360. Social Stratification. (4) The study of structured social inequality with a particu- 
lar emphasis on economic class, social status, and political power. P — Sociology 151. 

361. Sociology of the Black Experience. (4) A survey and an analysis of contempo- 
rary writings on the status of Black Americans in various American social institutions 
(e.g., education, sport, entertainment, science, politics, etc.) P — Sociology 151. 

365. Dependency Needs and Social Services. (4) Examination of various forms of 
dependency, such as social, economic, emotional, and physical, and community social 
agencies designed to meet these needs. Use of relevant literature, field experience, 
and resource persons. 



147 



371,372. The Sociological Perspective. (4,4) A two-semester course dealing with the 
development and application of major theories and research methods in sociology. A 
continuing effort is made to enable the student to deal with current theoretically 
oriented research. P — Sociology 151 and permission of instructor. 

380. Social Statistics. (4) Basic statistics, emphasizing application in survey research. 
(A student who receives credit for this course may not also receive credit for Biology 
348, Business 201, Mathematics 157, or Anthropology 380. A sociology major may 
take Anthropology 380 in lieu of Sociology 380 to meet major requirements.) 

385, 386. Special Problems Seminar. (4) Intensive investigation of current scientific 
research within the discipline which concentrates on problems of contemporary 
interest. P — Permission of instructor. 

398, 399. Individual Study. (1—4, 1-4) Reading, research, or internship courses 
designed to meet the needs and interests of selected students, to be carried out under 
the supervision of a departmental faculty member. 

Speech Communication and Theatre Arts 

Donald H. Wolfe, Chairman 

Professors Julian C. Burroughs Jr., Franklin R. Shirley, Harold C. Tedford 

Associate Professors Michael D. Hazen, Donald H. Wolfe 

Visiting Assistant Professor Jo Whitten May 

Instructors Caroline S. Fullerton, Mae Jean Go, Allan D. Louden 

Visiting Lecturer James H. Dodding 

Lecturers John Steele, Mary R. Wayne 

For convenience in advising majors, the department divides the study of speech 
communication and theatre arts into the following fields: (1) communication theory, 
(2) rhetoric/public address, (3) radio/television/film, (4) theatre arts, and (5) speech 
pathology/correction. It is possible for a student either to concentrate in one of the 
first four fields or to take courses across the breadth of the discipline. Specific courses 
of study are worked out in consultation with departmental faculty members. 

A major in speech communication and theatre arts consists of a minimum of forty 
credits, at least eight of which must be at the 300 level. In order for a course to count 
toward a student's major, the student must earn a grade of C or higher in the course. 

A minor in the first four fields listed in the first paragraph above requires six 
courses for a minimum of twenty-four credits, at least eight of which must be at the 
300 level. 

Those students majoring in speech education and theatre arts education are 
expected to take specific courses which meet the requirements for teacher certifica- 
tion. Information concerning the courses may be obtained from departmental facul- 
ty members. 

Highly qualified majors are invited by the department to apply for admission to the 
honors program in speech communication and theatre arts. To be graduated with 
the designation "Honors in Speech Communication and Theatre Arts," they must 
successfully complete 281. For additional information members of the departmental 
faculty should be consulted. 



148 



280. Special Seminar. (4) The intensive study of selected topics in communication. 
Topics may be drawn from any theory or concept area of communication, such as 
persuasion, organizational communication, film, or theatre. 

281. Honors in Speech Communication and Theatre Arts. (4) A conference course 
involving intensive work in the area of special interest for selected seniors who wish to 
graduate with departmental honors. 

282. Individual Study. (4) Special research and readings in a choice of interest to be 
approved and supervised bv a faculty adviser. 

283. 284. Debate, Radio/Television/Film, or Theatre Arts Practicum. (2, 2) Indi- 
vidual projects in the student's choice of debate, radio/television/film, or theatre arts; 
includes organizational meetings, faculty supervision, and faculty evaluation. No 
student may register for more than two credits of practicum in any semester. No 
student is allowed to take more than a total of eight credit units in practicum. only 
four credits of which may be counted toward a major in speech communication and 
theatre arts. Pass/Fail only. 



Communication/Public Address 

151. Public Speaking I. (4) A study of the nature and fundamentals of speech 
communication. Practice in the preparation and delivery of short speeches. 

152. Public Speaking II. (4) The preparation and presentation of short speeches to 
inform, convince, actuate, and entertain. P — Speech Communication 151. 

153. Interpersonal Communication. (4) The course is divided into three parts: 
communication theory, person-to-person communication, and small group inter- 
action. 

155. Group Communication. (4) An introduction to the principles of discussion and 
deliberation in small groups, with practice in group problem-solving and discussion 
leadership. 

156. Oral Interpretation of Literature. (4) Fundamentals of reading aloud, with 
emphasis on selection, analysis, and performance. 

161. Voice and Diction. (4) A study of the principles of voice and production, with 
emphasis on phonetics as a basis for correct sound formation. 

251. Persuasion. (4) A study of the variables and contexts of persuasion in contem- 
porary society. 

252. Argumentation and Debate. (4) A study of the principles of argumentation; 
practical experience in researching and debating a public policy question. 

253. The Rhetoric of Western Thought. (4) A survey of the major theories in rhetoric 
from Plato to Burke, with emphasis on rhetorical criticism. Students apply the 
historical/critical method to the rhetoric of contemporary movements. 



149 



261. Clinical Management of Speech and Language Disorders. (4) Methods used to 
correct speech disorders of voice, rhythm, language, and articulation; observation of 
methods used with selected cases in clinical or public school settings. Offered in 
alternate fall semesters. 

262. Audiology. (4) Clinical audiology, including anatomy, physiology, disorders of 
the hearing mechanism, and interpretations of basic measurements of auditory 
function. Offered in alternate spring semesters. 

263. Speech and Language Disorders I. (4) Study of the disorders of language, 
articulation, and rhythm, with special emphasis on functional disorders; focus is on 
the role the therapist plays in assisting the speech-handicapped child. Offered in 
alternate fall semesters. 

264. Speech and Language Disorders II. (4) Consideration of etiology and symp- 
toms of speech and language problems due to organic disorders of voice, articula- 
tion, language, and hearing. Offered in alternate spring semesters. 

271. Communication Theory. (4) An introduction to theory-building in communica- 
tion and to the major contemporary theorists in the field. P — Speech Communication 
151 or permission of instructor. 

280. Special Seminar. (4) (See previous description.) 

281. Honors Course. (4) (See previous description.) 

282. Individual Study. (4) (See previous description.) 

283. 284. Debate Practicum. (2, 2) (See previous description.) 

353. British Public Address. (4) A historical and critical survey of leading British 
speakers and their speeches from the sixteenth century to the present. 

354. American Public Address. (4) The history and criticism of American public 
address from colonial times to the present. 

S355. Directing the Forensic Program. (4) A pragmatic study of the methods of 
directing high school and college lorensics with work in the High School Debate 
Workshop. Offered in the summer. 

356. The Rhetoric of Race Relations. (4) A study of race relations in America as 
reflected in the rhetoric of selected black and white speakers. Students apply the 
historical/critical method in exploring the effects of discourse on attempts at inter- 
racial communication. 

357. The Rhetoric of the Women's Movement. (4) A study of selected women 
activists and the impact of their speeches and arguments from the 1800s to the 
present. Emphasis on the "New Feminist Movement." 

371. Research in Communication. (4) An introduction to design and statistical 
procedures for research in communication. 

372. A Survey of Organizational Communication. (4) An introduction to the role of 
communication in organizations, with emphasis on field applications. 



150 



374. Mass Communication Theory. (4) Theoretical approaches to the role of com- 
munication in reaching mass audiences and its relationship to other levels of com- 
munication. Offered in alternate years. 

375. Communication and Conflict. (4) A study of communication in conflict situa- 
tions on the interpersonal and societal levels. Offered in alternate years. P — Speech 
Communication 153 or permission of instructor. 

376. Small Group Communication Theory. (4) Advanced study of the principles of 
small group interaction and discussion leadership. P — Speech Communication 155 
or permission of instructor. 

378. Semantics and Language Behavior. (4) A study of the syntactic and semantic 
aspects of communicative messages. 

Radio/Television/Film 

141. Radio-TV Speech. (2) An introduction to announcing and performing on radio 
and television. 

241. Introduction to Broadcasting. (4) A study of the historical, legal, economic, and 
social aspects of broadcasting. 

242. Radio Production. (2) A study of the basic elements of radio production. 

243. TV Production. (2) A study of the basic elements of television production. 

245. Introduction to Film. (4) Historical introduction to motion pictures through the 
study of various kinds of films and their relationship to society. 

246. Film Production. (2) A studv of the basic elements of motion picture produc- 
tion. 

280. Special Seminar. (4) (See previous description.) 

281. Honors Course. (4) (See previous description.) 

282. Individual Study. (4) (See previous description.) 

283. 284. Radio/Television/Film Practicum. (2, 2) (See previous description.) 

342. Seminar in Radio/Television. (3 or 4) Extensive readings in and discussion of 
fundamental theory and current issues in radio and television. Offered in spring, 1982. 
P — Speech Communication 241. 

344. Advanced Radio Production. (2) Studv of advanced radio forms: documentary 
and drama. P — Speech Communication 242. 

345. Advanced TV Production. (2) Individual production of complex forms of 
television such as documentarv and drama. P — Speech Communication 243. 

346. Film Criticism. (3 or 4) A study of film aesthetics through an analysis of the 
work of selected film makers and film critics. Offered in spring. 1983. P — Speech 
Communication 245. 

348. Advanced Film Production. (2) Individual production of complex films such as 
drama, animation, and documentarv. P — Speech Communication 246. 



Theatre Arts 

121. Introduction to the Theatre. (4) A survey of all areas of theatre art. Experience 
in laboratory and University Theatre productions. May be used to satisfy a require- 
ment in Division I. Lab — three hours. 

221. Mime. (4) An introductory study of basic mime forms. The student will gain 
skills and understanding of this theatrical form through practical exercises, readings, 
rehearsals, and performances. 

223. Stagecraft. (4) A study of the basic elements of theatre technology. Practical 
experience gained in laboratory and University Theatre productions. Open to fresh- 
men and sophomores by permission of instructor. Lab — five hours. 

226. Theories of Acting. (4) A studv of acting theories and fundamental acting 
techniques. Open to freshmen and sophomores by permission of instructor. Lab — 
two hours. 

227. Theatre Speech. (4) An intensive course in the analysis and correlation of the 
physiological, physical, and interpretive aspects of voice and diction on the stage. 

228. The Contemporary English Theatre. (2,3, or 4) An examination of the English 
theatre through reading, lectures, seminars, and attendance at numerous live theatre 
performances. The participants are expected to submit written reactions to the plavs 
which are seen. Ample time to allow visits to museums, libraries, and historic places. 
Taught in London. P — Permission of instructor. 

280. Special Seminar. (4) (See previous description.) 

281. Honors Course. (4) (See previous description.) 

282. Individual Study. (4) (See previous description.) 

283. 284. Theatre Arts Practicum. (2, 2) (See previous description.) 

3110. The English Theatre, 1660-1940. (4) A study of the major developments in the 
English theatre from the Restoration to World War II, including the plays, play- 
wrights, actors, audiences, theatre architecture, theatre management, costumes, and 
sets. Field trips include visits to theatres, museums, and performances. Offered in 
London. 

317. Theatrical Lighting Design. (4) The intensive study of the tools and aesthetics 
of the designer's craft with practical experience in designing for proscenium, thrust, 
and arena staging. P — Theatre Arts 283. 

318. Theatrical Special Effects. (4) A survev of the various special scenographic and 
lighting effects used in modern theatre. Special emphasis will be placed on effects 
used in productions done during the term. P — Theatre Arts 223 and 283. 

319. Costume: History and Design. (4) A study of the evolution of costume through 
the ages and the design of historic costume for the stage. P — Theatre Arts 121. 

320. Theatrical Scene Design. (4) A study of the theories and styles of stage design 
and their application to the complete play. P — Theatre Arts 121 and 223 or permis- 
sion of instructor. 



152 



321. Play Directing. (4) An introduction to the theory and practice of play directing. 
A grade is not granted for this course until the student has completed Theatre Arts 

322. Labi — two hours. P — Theatre Arts 121 and 226 or permission of instructor. 

322. Play Production Laboratory. (2) A laboratory in the organization, the tech- 
niques, and the problems encountered in a dramatic production. The production of a 
play for public performance required. P — Theatre Arts 321. 

323. Period and Style in Acting. (4) A study of social customs, movement, dances, 
and theatrical styles relating to the perfomance of drama in historical settings as well 
as in period plays. The course includes performances in class. P — Theatre Arts 226. 

324. Advanced Mime. (4) This course enlarges upon skills and techniques acquired 
in Theatre Arts 221 (Mime), with the addition of other mime forms. The course 
includes exercises, rehearsals, and performances. P — Theatre Arts 221. 

325. Advanced Acting. (4) A concentrated study of the actor's art through theory 
and practice. P — Theatre Arts 226 or permission of instructor. 

326. Performance Techniques. (4) A course in advanced acting techniques, focusing 
on acting styles appropriate to various modes of theatrical production. Specialized 
techniques such as dance, singing, stage combat, etc., may also be included. P — 
Theatre Arts 226. 

327. Theatre History I. (4) A survey of the development of the theatre from its 
origins to 1870; includes lectures, readings, and reports. 

328. Theatre History II. (4) A survey of the development of the modern theatre from 
1870 to the present day; includes lectures, readings, and reports. 

329. Advanced Theatre Speech. (4) Specific study in the theory and personal 
development of vocal melody, rhythm, color, and harmony according to the form, 
style, and mood of a theatrical production. P — Theatre Arts 227 or permission of 
instructor. 

School of Business and Accountancy 

Thomas C Taylor, Dean 

Professors Delmer P. Hylton, Jeanne Owen 
Associate Professors Leon P. Cook Jr., Arun P. Dewasthali, Stephen Ewing 

Thomas C. Taylor 

Assistant Professors A. Sayeste Daser, Ralph B. Tower 

Lecturer Glenn L. Clark Jr. 

Instructors John B. Coullard, Lee G. Knight, Olive S. Thomas 

Objectives 

The School of Business and Accountancy recognizes the strong liberal arts tradi- 
tion of Wake Forest University. In conjunction with that recognition, the curriculum 
for the study of business is designed to provide a general business education rather 
than one of specialization in a particular functional area. 



153 



The School of Business and Accountancy provides an opportunity for the student 
to study accountancy and the principal disciplines of business so that an understand- 
ing of the significant concepts, methods, and issues of business activity, including the 
international dimension, may be achieved. Thus, through the curricula in business 
and accountancy, the School aims to prepare its graduates for careers in the business 
world. 

The business program seeks to equip the student with key tools and knowledge 
which should enable the graduate to perform effectively at the entry level and to 
advance to more responsible positions in business management. The accounting 
program is structured so that the graduate is prepared for positions in public 
accounting, industrial accounting, and accounting in non-profit organizations. A 
primary objective of the accounting program is to enable the student to prepare for 
the professional CPA Examination. 

In the tradition of Wake Forest University, whose Statement of Purpose for its 
undergraduate college includes reference to "its concern for the education of the 
whole person," the School of Business and Accountancy aims to participate, as a 
member of the total academic community, in interdisciplinary inquiry and in the 
decision-making process which influences the direction undertaken by the Uni- 
versity. 

Admission 

Admission to the School is by formal application, and applicants will be screened by 
the Admissions Committee of the School of Business and Accountancy. Before being 
considered for admission to the School of Business and Accountancy, the applicant 
first must have been admitted to Wake Forest College. 

Minimum requirements for admission to the School of Business and Accountancy 
are completion of sixty-five credits, a grade point ratio of 2.0 on all courses attemp- 
ted, and satisfactory completion of two semesters of Principles of Accounting and two 
semesters of Principles of Economics. The student also should have completed 
Mathematics 157. 

The number of students who can be accommodated is limited. Therefore, the 
School of Business and Accountancy reserves the right to grant or to deny admission 
or readmission to any student who meets the minimum requirements. Readmission 
to the School of Business and Accountancy first requires readmission to Wake Forest 
College, requirements for which are discussed on page 39. 

Transfer of Credit from Other Schools 

It is expected that all work toward degrees offered by the School of Business and 
Accountancy will be taken in this school. Any exceptions must be approved by the 
Dean of the School of Business and Accountancy. For students wishing to transfer 
credit from other schools, the following general guidelines apply: 

(a) Courses at another school passed with the minimum passing grade at that school 
may not be transferred. 

(b) Courses transferred in business and accountancy are subject to validating ex- 
aminations. 



154 



(c) No work in courses number 150 and above will be accepted from two-year 
schools. 

(d) Courses taken elsewhere in subjects not offered in the School of Business and 
Accountancy may not be counted toward the credits required in the School of 
Business and Accountancy. 

For the B.S. in business, a minimum of forty-one credits must be earned in the 
School of Business and Accountancy at Wake Forest University; for the B.S. in 
accountancy, the minimum credits required in this school total fifty-four. 

Requirements for Continuation 

To continue the program, a student must be academically responsible and must 
show satisfactory progress towards completing the requirements for the degree. 
Students are responsible for knowing their academic status and whether they are 
meeting the minimum academic requirements for continuation in the School of 
Business and Accountancy. The Dean of the School of Business and Accountancy will 
notify the student if these requirements are violated and will decide if the student 
may continue. 

Requirements for Graduation 

The School of Business and Accountancy confers the Bachelor of Science degree 
with majors in accountancy and business. For the major in business, a student must 
earn a minimum of sixty credits in the following courses: Accounting 1 1 1 and 112; 
Economics 151 and 152; Business 201, 202, 203, 21 1, 221, 231, 251, 252, 261, 271; 
and eight credits selected from Business 212, 213, 222, 223, 224, 232, 233, and 241. 
Any courses in accounting above 1 12 may also be counted as electives for the major in 
business. 

The major in accountancy requires a minimum of seventv-one credits earned in 
the following courses: Economics 151 and 152; Accounting 111, 112, 151, 152, 252, 
261, 271, and 273; Business 201, 202, 21 1, 221, 231, 261, and 271; and Accounting 
253 or Business 251. 

In addition to the courses stipulated above, the student in business and accountan- 
cy must also meet the following requirements for graduation: 

(a) a minimum of 144 credits, including the basic and divisional requirements 
established by Wake Forest College; 

(b) a minimum grade point average of 2.0 on all work attempted at Wake Forest; 
and 

(c) an overall 2.0 quality point average on all business and accountancy courses, 
exclusive of courses repeated with a C grade or better. 

Senior Honors Program 

Students with a grade point average of at least 3.0 on all college work and 3.3 on all 
work in business and accountancy are invited to apply for admission to the honors 
program in business and accountancy. A project, paper, or readings, and an oral 
examination are required. Those who successfullv complete the requirements speci- 
fied by the School are graduated with the designation "Honors in Business" or 



155 



"Honors in Accountancy" For additional information interested students should 
consult a member of the faculty of the School of Business and Accountancy. 

Courses of Instruction 
Business 

201. Business Statistics. (5) Techniques of analysis of numerical data, including 
descriptive statistics, decision theory, sampling theory, statistical inference, correla- 
tion, regression, index numbers, time series, and non-parametric statistics. P — 
Mathematics 157. 

202. Quantitative Analysis. (2) Development and understanding of quantitative 
decision tools and models to be applied to the managerial decision process. Models to 
be covered include linear programming, PERT/CPM, Markov analysis, queuing, and 
inventory. P — Business 201. 

203. Operations Management. (4) A study of the applications of quantitative tools to 
problems of systems design and resource allocation within the firm. Among others, 
topics include process and job designs; facilities location and layout; forecasting; 
aggregate planning; materials requirements planning; scheduling; and quality con- 
trol. P— Business 201 and 202. 

211. Organizational Theory and Behavior. (4) The study of macro and micro 
organizational design — structure, processes, development, climate, behavior, and 
performance evaluations. P — Junior standing. 

212. The Practice of Management. (4) A study of the functions of management and 
their applications in modern organizations. P — Business 211 or permission of in- 
structor. 

213. History of Management Thought. (2) A study of past and present contributions 
to the art of management — history of the development of management thought. 
P — Business 21 1 or permission of instuctor. 

221. Principles of Marketing. (4) A study of the role of marketing in business and the 
economy. Emphasis is on the examination of marketing concepts, functions, institu- 
tions, methods, and consumer problems. P — Economics 151 and 152. 

222. Marketing Management. (4) Managerial techniques in planning and executing 
marketing programs in business and nonbusiness organizations. Emphasis is on the 
group experience in decision making related to market segmentation, product 
innovation and positioning, channels of distribution, pricing, and promotion. Exten- 
sive use of cases, readings, and team presentations. P — Business 221. 

223. International Marketing. (4) Problems in marketing overseas, analysis of cultur- 
al, economic, and political environment of foreign marketing operations, organiza- 
tion and control of the multinational company. P — Business 22 1 and senior standing. 

224. Marketing Research. (4) Introduction to fundamentals of research methodolo- 
gy and use of research information in marketing decision making. Topics include 
research design, data collection methods, scaling, sampling, and alternate methods 
of statistical data analysis. Students design and execute their own research projects. 
P— Business 201 and 221. 



156 



231. Principles of Finance. (4) An introduction to the field of finance including 
financial management, investment analysis, and financial institutions and markets. 
Emphasis is placed on financial management at the level of the business entity or 
non-profit organization. P — Accounting 112 and Economics 151 and 152. 

232. Advanced Financial Management. (4) Management decision-making applied to 
the financial function, including investment, financing, dividend, and working capi- 
tal decisions and their impact on the value of the firm. P — Business 201 and 231. 

233. Investment Analysis. (4) Studv of investment alternatives, expected returns, 
and corresponding risks; valuation of stocks and bonds applying both fundamental 
and technical analysis; survey of past and current methods of stock selection tech- 
niques, including portfolio considerations. P — Business 201 and 231. 

241. Labor Policy. (4) A study of selected topics in labor-management relations in 
both the business and the public sector from the view of labor, management, and the 
public. P — Junior standing. 

251. Survey of Data Processing. (4) A management oriented presentation of the 
terminology, concepts, and trends in computer hardware, systems, and application 
software, information systems, and organizational impact; effective management of 
computer center; and brief introduction to COBOL, FORTRAN, and BASIC prog- 
ramming languages. P — Junior standing. 

252. Management Information Systems. (2) Contemporary theories and practices in 
the development of management information systems. Brief introduction to the 
design and implementation of information systems. The role of both management 
and systems design personnel in the systems development process is studied and 
evaluated and its impact upon the organization and its decision making process is 
discussed. P— Business 251, 211, and 202. 

261. Legal Environment of Business. (4) A study of the legal environment in which 
business decisions are made in profit and nonprofit organizations. Emphasis is put 
upon how the law develops and how economic, political, social, and ethical considera- 
tions influence this development. 

271. Business Policy. (2) Application of the case method to complex problems of 
policy formulation in the administration of the firm. Enrollment limited to senior 
business and accountancy majors. 

281. Reading and Research. (2, 3, or 4) An advanced course devoted to individual 
reading and research in business. P — Permission of instructor. 

Accountancy 

111. Accounting Principles I. (5) The basic accounting process and underlying 
principles pertaining to the preparation and interpretation of published financial 
statements. 

112. Accounting Principles II. (4) A continuation of Accounting 111 and an em- 
phasis on managerial accounting. P — Accounting 111. 



157 



151. Intermediate Accounting. (4) A detailed analysis of theory and related prob- 
lems for typical accounts on published financial statements. P — Accounting 112. 

152. Intermediate Accounting. (4) A continuation of Accounting 151. P — 
Accounting 151. 

201. Business Law. (4) A study of the Uniform Commercial Code. Open only to 
senior majors. P — Business 261. 

252. Cost Accounting. (4) An in-depth study of management accounting, including 
budgeting, product-costing, cost allocation, standard costs, transfer-pricing, dif- 
ferential analysis, and cost-behavior analysis. P — Accounting 1 12. 

253. Accounting Information Systems. (4) A study of functions performed by an 
adequate accounting information system and methods and procedures necessary to 
supply useful data, oriented toward computerized data processing. P — Accounting 
252. 

254. Accounting in the Not-for-Profit Sector. (3 or 4) An examination of accounting 
theory and practice in governmental and eleemosynary organizations. P — 
Accounting 151. 

261. Advanced Accounting Problems. (4) A studv of the more complex problems 
found in business operations, business combinations, reorganizations, and dissolu- 
tion. P — Accounting 152. 

271. Income Tax Accounting. (5) Accounting for purposes of complying with the 
Internal Revenue Code. Preparation of personal and business tax returns. P — 
Accounting 152. 

273. Auditing. (4) Designed to familiarize the student with the CPA profession, with 
particular emphasis on the attest-function. P — Accounting 152 and 252. 

275. CPA Review. (4) An intensive study of CPA-type problems found on the 
accounting practice and accounting theory sections of the CPA exam. P — Accounting 
252 and 261. 

278. Reading and Research. (2, 3, or 4) Directed study in specialized areas of 
accountancy. P — Permission of instructor. 




Graylyn Estate, site of the residential language centers 



158 



Degrees Conferred 



May 19, 1980 

Bachelor of Arts 



Albert Mark Adcock, cum laude 

Amy Sue Ahrendt, magna cum laude 

Maynard Eddie Allen 

Stanley Lee Allen 

Debra Lacetena Alston 

Geri Anne Arnold 

James Allan Barnes Jr., cum laude 

William Doak Barnhardt, cum laude 

Henry Bassett IV 

Paul Stewart Batchelor, 

magna cum laude 
Anne Elizabeth Beach, cum laude 
Laura Lynn Beals, cum laude 
Joan Karen Beaslev 
Katharine Ann Beckett 
Charles Christopher Bell 
Kenneth Davis Bell 
Mary Elizabeth Bell, magna cum laude 
Scott Edward Benfield 
Deborah Leigh Bennett, 

magna cum laude, with honors in history 
Rex Darrell Berry, cum laude, 

with honors in history 
Paul Louis Bidwell 
Richard Scott Bingham 
James Leonard Bland III 
Stephen Robert Blanton 
Dwight Allen Blevins 
Sallv Ervin Blizzard, cum laude 
Mary Emelia Boone, cum laude, 

with honors in speech communication 

and theatre arts 
Richard Kirby Bowen 
William James Bovle, cum laude 
David Spencer Brantlev, cum laude 
Kathryn Lee Brantley 
Wendy Helen Adams Braswell, 

magna cum laude 
Jennifer Ruth Brewer 
Betsy Ann Sholem Bridges, cum laude 



Elizabeth Faye Brooks 

Susan Elaine Brooks 

Thomas James Brown Jr. 

Todd Wyatt Brown 

Sandra Lee Browning, magna cum laude 

Caron Jane Brovhill 

Catharine Battle Bryan 

Cynthia Maxine Bryan 

John David Bryson 

Birney O'Brian Bull, cum laude 

Catherine Beauregard Burroughs, 

magna cum laude 
Brigitta Danise Busic 
Robin Elaine Byrd, cum laude 
James Palmer Cain, cum laude, 

with honors in politics 
Elizabeth Lenora Calvert 
Kimberly Vaughan Camp, cum laude 
Melodie Ann Campbell 
Robert R. Campbell Jr. 
Paul Truett Canady II 
Thomas Richard Canto 
Karen Christine Carlson, cum laude 
Gayla Lynn Carpenter 
Doris Viola Carter, cum laude 
Mary Penfield Chapman 
Michelle Marie Chodnicki, cum laude 
Harold Gannon Christman Jr. 
Andrew Jan Chrzanowski 
Sanford Allan Church, 

magna cum laude 
Steven William Clark 
Kurt Edward Clawson, cum laude 
Timothy Lee Cline, cum laude 
Ronald Reid Cobb 
Kimberlev Coleman Coiner 
Margaret Louise Cole, magna cum laude 
Robert Litz Coleman, summa cam laude 
Sandra Lynn Coles 
Jeffrey Alan Coppage 



159 



William Alexander Corey 

Robert Sain Costner II 

Cynthia Jane Coulson 

Cathrvn Elizabeth Craig, cum laude 

David Colin Crass, cum laude, 

with honors in anthropology 
Jean Kathrvn Crowell 
Cynthia Elizabeth Crowther 
Denise Janette Cumbee, 

magna cum laude 
Cynthia Garrett Cummings 
Mary Jo Cunningham 
James Duffield Cutter 
Rick Dadouris, cum laude 
Paula Ann Dale, magna cum laude 
Henry Joseph Davies 
Janet Louise Davis, magna cum laude 
Scott Ray Davis 
Susan Link Davis, cum laude 
Lawrence Colin Delaplaine 
Robert Van Denton 
David Scott DeWeese 
Rene Dieme, cum laude 
Mark Philip DiMartini 
Julia L. Doub, magna cum laude 
Elizabeth Ann Douglass 
Kenneth Jason Duke 
Clara Aline Dulanev 
John Francis Durkin Jr., cum laude 
Susan Joyce Eaton 
Bradley Scott Epps, summa cum laude, 

with honors in romance languages 
Andrea Leigh Epting, magna cum laude 
Douglas Vincent Esherick, cum laude 
Mary Lee Evers, magna cum laude, 

with honors in psychology 
Janice Maria Fain, magna cum laude 
Clinton Forrest Faison III, cum laude 
Deborah Gayle Farmer, cum laude 
Amy Elizabeth Fincher, cum laude 
Albert Earle Finlev III 
Dana Wilfred Fisher 
Mary Victoria Fite, cum laude 
William Donald Flowers Jr. 
Jorge Antonio Font 
Aimee Delia Fontaine, magna cum laude 



Janet Stephens Forrest, cum laude 
Andrew David Friedman, cum laude, 

with honors in speech communication 

and theatre arts 
Emily Jane Friggle 
Barbara Jane Fritz, cum laude 
David Malcolm Fun, cum laude 
Christopher Reginald Gambill, 

cum laude 
Linda Jean Gamble, cum laude 
Michael Richard Louis Garcia 
Susan Earle Garrett, magna cum laude 
Thomas Franklin Glass 
Ann Kimberlv Glover, cum laude 
Suzann Karvl Gordon 
Robert William Gortner 
Lester O. Grady Jr. 
Robert Theodore Graff III, cum laude 
David Morgan Graham 
Susan Jane Grambow, cum laude 
Gregory Louis Griffin 
Thomas Norfleet Griffin III, 

magna cum laude 
Susan Kay Griffith 
Elizabeth Guion, cum laude, 

with honors in speech communication 

and theatre arts 
John Marcus Gulley, magna cum laude 
Kevin Gregory Gunn 
John Phillip Gusdon, cum laude 
Thomas Marshall Gwyn Jr. 
John Thomas Haggerty 
Joe Allen Hamby, cum laude 
Kent Lewis Hamrick, magna cum laude 
James Anthony Harding 
Floyd Wright Hartsell, magna cum laude 
Susan Elizabeth Hauser, cum laude 
Suzanne Elizabeth Haw ke 
Gregory Ralph Haves 
John Macdonald Healy 
Courtney Moore Hearin, cum laude 
Glenn John Heath III 
Deatra Anne Hege 

Mary Elizabeth Heim, summa cum laude 
Jeffrey Alan Heitmann, cum laude, 

with honors in anthropology 



160 



Barbara Elaine Helms 

Michael Ray Henderson, cum laude 

John Gerard Hendler 

William Scott Higgins 

David Lawrence Highfill, cum laude 

Lillian Lucile Hill, cum laude 

Lisa Hendrix Hill 

M. Jane Hobson, magna cum laude 

Robert Henry Hochuli Jr., cum laude 

Timothv Robert Holland, cum laude 

Thomas Michael Hollis 

Norman Albert Holmes, cum laude 

Mary Rebecca Honeycutt 

Scott Richard Hookey, cum laude 

Dianne Lynn Hopkins 

Helene Horton, cum laude 

Debra Massie House 

Lisa Lee Humphrey 

John Kenneth Hunt 

Laura Lamb Hutchinson 

Cynthia Inghram 

Nancy Elizabeth Isenhower 

Catherine Dawn Israel 

Karen Ann Jaenke. summa cum laude, 

with honors in politics 
Amy Alexis James 
Timothy Anderson Janiszewski, 

cum laude 
Nancy Ilisa Jenkins, cum laude 
James Franklin Johnson Jr. 
Warwick Douglas Johnston Jr. 
Marsha Lynn Jones 
William Dixon Jones 
Paul Bostwick Joyce 
James William Judson Jr. 
Jane Catherine Karwoski 
William George Katibah III, 

summa cum laude 
Marinda Faye Keck, cum laude 
Mark Robert Keller, cum laude 
Mary Nash Kelly, magna cum laude 
Lynn Dee Knapp, summa cum laude. 

with honors in speech communication 

and theatre arts 
Cynthia Diane Knight, magna cum laude 
David Stuart Koontz. cum laude 



Laura Jean Kroeschell. cum laude 
Mark Karl Kruea 
Conrad James Kuseljr. 
John Robert Kuzmier 
Michael John Labosky 
John Timothy Landi, cum laude 
Thomas Kevin Laraway 
Linda Ann Lee 
Thomas Charles Lewis 
Sarah Sue Linder. cum laude 
Steven Arthur Lineberger 
Mary Virginia Lipscomb 
Marilyn Delois Little, cum laude. 

with honors in speech communication 

and theatre arts 
Robert Scott Long 
Stephen Nelson Long, cum laude 
James Patrick Longe, cum laude 
Philip Bruce Loveland, cum laude 
Patricia Marie Lovell, magna cum laude 
Marv Clarinda Lucke 
Daniel Lukash 
Elizabeth Susan Lyerly 
Clegg Wayne Mabry Jr., 

magna cum laude 
Sara Jane Manning, magna cum laude, 

with honors in biology 
Linda Catherine Mantia, cum laude 
Roy Jackson Marshall III 
Richard A. Marvin 
Grace Elizabeth Mast, cum laude 
Nadine Lee Matteson, cum laude 
Richard Eugene Maxevjr. 
David Patrick McAvoy 
John Loyd McCall Jr. 
Van Kirk McCombs II, cum laude 
Joseph Dennis McCullough, 

magna cum laude 
Kevin Arthur McDermott Jr. 
David Thomas McDonald 
James Calvin McDougald 
Kevin Lynn McDougall, cum laude 
Timothy John McGlue. cum laude 
Gerald Sime McNeill 
Mark Andrew Meassick 
Rosanna Lois Mentzer, cum laude 



Louis B. Meyer 

David Sigsbee Miller, cum laude 

Mill Wayne Miller 

William Edward Miller |r. 

Robert William Mills 

Sandra Ann Mills, magna cum laude 

Martin David Moke 

Marcia Edith Monyek, cum laude 

Cynthia Lee Moore, cum laude 

Janet Claire Morales 

David Milford Morgan 

John Arthur Morrice 

David Edward Morris 

Jeffrey Scott Morris, cum laude 

Star A. Muir 

Ivan Douglas Mullinsjr. 

Dennis Winston Murphy 

Gina Carlene Mvers, magna cum laude 

Susan McLeod Myers 

Alicia Battelle Nance 

Helen Elizabeth Naylor, cum laude, 

with honors in psychology 
G. Dale Neal, cum laude 
Kevin Alfred Nelson, cum laude, 

with honors in histoiy 
Thomas Pool Nelson III 
Christopher Cheuk-Ho Ng, 

summa cum laude 
Cecelia Louise Niepold 
David Mark Norwood, cum laude 
Andrew John Nystrom, cum laude 
Russell Neal Oakley, cum laude 
Martha Jane Otto, cum laude 
Elizabeth Leigh Page 
James Edward Painter 
Richard Francis Pandullo 
Fernando Pardo 
Laurie Anne Parendes, 

summa cum laude, 

with honors in biology 
James Edward Parker 
Debora Jane Parks 
Tamara Jenell Patrick, cum laude 
David Anglin Patterson 
Terry LeRoy Payne, cum laude 
Jeffrey King Peraldo 



Beverly Carlysle Perry 

Elizabeth Ann Peterson, cum laude 

David Christian Pfohl 

Thomas Anthony Pitler 

Stephanie Polyzois, cum laude 

Leslie Bigham Poole, magna cum laude, 

with honors in biology 
Edna Aaron Potter 
Lynwood Ivanhoe Powell Jr., cum laude, 

with honors in psychology 
Ellen Louise Pruitt 
Evelyn Jean Pruitt 
Karen Hazel Raines, cum laude 
Kathy Ann Reagan 
Neil Kenyon Rector, cum laude 
Charles Edward Redden II 
Douglas Neil Rees 
Mary Elizabeth Reese 
Helen Gertrude Revelle 
Gregg Duane Reynolds 
Richard Stockton Rhodes 
John Michael Rilling, cum laude 
Gerald Franklin Roach, cum laude 
Stuart Craig Robinson, magna cum laude 
Penelope Biggs Rodman 
Dorothy Bell Rogers, cum laude 
Alan Ellis Rolfe, magna cum laude, 

with honors in biology 
Brian McKeel Ross, cum laude 
Hoover McGy Royals Jr. 
Jeffrey Taylor Safrit, cum laude 
Steven Malouf Samaha, cum laude 
Robbin Lynn Saunders 
Mark S. Schneider 
Justin Leigh Scroggs 
Deborah Sue Sheaffer 
L'rcle Mack Sheets II, cum laude 
Donna Sue Shelton, cum laude 
Karen Colton Sherwood, cum laude, 

with honors in politics 
Richard Thomas Shoaf 
Susan Lvnnell Shroyer 
Lisa Shull, cum laude 
Mark Curtis Simmons 
Virginia Renee Simpson 
Howard Bruce Sinden 



162 



John Rankin Sinden 

Allen Dale Smith Jr. 

Phillippa Sue Smith 

Thomas Joseph Smith III 

Harry Dennis Snvder, sumrna cum laude 

Lesley Jean Soto 

David Stevens Sozio 

Rosa Diane Spearman, cum laude 

Steve Allen Stanlev 

Thomas Joseph Steen, cum laude, 

with honors in psychology 
Stephanie Anne Steffan 
Philip Hilton Stewart 
Thomas Edward Stolz 
Linda Holley Stowe, cum laude 
Linda Jayne Stowers, cum laude 
Louis McKendra Strickler 
Linda Susan Strobel, cum laude 
Samuel Arthur Sue III 
Helen Cornelia Summerlin, cum laude 
Bruce Wvnant Summers 
Benjamin Conrad Sutton Jr. 
Richard Farris Swaim 
Brenda Carol Swan, magna cum laude 
Staale Thomas Swift 
Terence Adorne Swindler 
Dennis Calvin Sykes, cum laude 
Grace Minor Terrv 
Nancy Jo Tesh, cum laude 
Antoinette Roslyn Thomas 
Lisa Dawn Thompson 
Timothv William Thompson 
Jerry Reginald Tillett, cum laude 
Elaine Marie Trever, magna cum laude 
Evelyn Bvrd Tribble, magna cum laude 
Brian Forrest Trumbore 
Harrv Brian Tucker 
Charles Clifton Turnage 
Susan K. Uhland, cum laude 
Matthew Donald Uhle, 

summa cum laude, 

with honors in history 



Sharon Valji, cum laude 
Steven DeHaven Vance 
John Marcus Vann 
Martha Carolyn Vertrees, 

magna cum laude 
Stephan Joseph Vivian, 

magna cum laude 
Joseph Van Wagstaff Jr., 

magna cum laude 
Elizabeth Russell Wakefield, cum laude 
Marshall Whitson Walker Jr. 
Cathy Ann Wall 

David Beatty Wallover, cum laude 
Thomas Ravmond Walsh, 

magna cum laude, 

with honors in psychology 
Pamela Renee Ware 
Mark Lowe Warren, magna cum laude 
John Ward Watson, magna cum laude 
Royce Ravmond Weatherlyjr. 
Elizabeth Jill Weese. cum laude 
Larrv Felix Weisner 
Bruce Harrison Wellmon, cum laude 
Mark Lee Wells 
Joseph Thornley West 
Garrv Bruce Whitaker 
Martha Carter White, cum laude 
John Adams Wickham III 
John Douglas Wilkins 
Amy Christine Wilkinson, cum laude 
Janice Gale Williams, magna cum laude, 

with honors in psychology 
Laura Lvnn Williams, magna cum laude 
Samuel James Williams 
Tamara Jo Williams 
Jean Marie Winston 
Dudlev Avery Witt 
Virginia Evins Wood, cum laude 
Kellv Mitchell Wrenn, cum laude 
Dorothv Katherine Wright 
Andrew Miller Young 
Andrew William Young 



163 



May 19, 1980 

Bachelor of Science 



Michael Lee Abbott 

Margaret Elaine Sheppard Almand, 

cum laude 
William David Amalong 
Laura Forsythe Anderson 
Miriam Hunter Andrews 
Len Sullivan Anthony, cum laude 
James Vincent Atherton 
Mett Bagley Auslev Jr, cum laude 
Martin Josef Bankhead 
Robert Dean Bayliss Jr, cum laude 
Cynthia Jo Ann Beatty 
Lynn Stewart Beaver 
Margaret Lynn Berry 
John David Bigelow 
James Denning Bissette 
Reginald Allen Blackburn, cum laude 
Elizabeth Blaylock 
Kurt E. Bolin, cum laude 
Sarah Elizabeth Bonner, 

summa cum laude 
Judy Susan Bouldin, cum laude 
Marie Carolyn Bowles, cum laude 
Nancy Jane Bramel 
Deborah Lynn Buchanan, 

magna cum laude 
Kyle Albert Burch 
Walter George Burkert, cum laude 
Herbert Gregory Byrd 
John Joseph Carpenter, cum laude 
Jeffrey Dean Carter 
Amy Lucinda Cathey 
Jack Miller Cathey, cum laude 
Patricia Lorena Cheek, cum laude, 

with honors in chemistry 
Robert Franklin Coulthard Jr. 
David Guy Cox 
Michael Alexander Cox 
Steven Luther Cox 
Karen Anne Curtin, magna cum laude 
Nancy Jane Cutrell, cum laude 
Jack Thomas Davis 



Joseph Clair Davis Jr., cum laude 

Kimberly Ann Deaton 

William Scott DeLoach 

Anne Chase Dennison 

Charles David Dickenson 

Robert Cleveland Dortch Jr. 

Bettie Walton Duke, cum laude 

Whitney Fatio Dunham 

Kenneth Derieux Dunn 

Jayne Theresa Dyson 

Sherry Lynn Ellis, cum laude 

Thomas Maurice Fagan 

Shannon Gail Falls 

James Alan Ferency, magna cum laude 

Pamela Ann Fisher, cum laude 

Christine Franklin, cum laude 

Kevin Michael Freeman 

Susan Lynn Freibert, cum laude 

Patricia Ann Garrison, cum laude 

Paul R. Gavenus 

Edward James Gehrke II 

Bobby Neal Glover 

Amy Susan Goers 

Mary Dawn Golden, cum laude 

Karen Sue Golunka, cum laude 

David Vance Harrell 

Deborah Teresa Hatcher 

Michael Wayne Hayes 

Gregory Black Helm, cum laude 

Emilv Jean Hester 

Marc Douglas Hester 

David Nicholas Hiebert, cum laude 

Joseph Addison Hill Jr., 

summa cum laude 
Charles Sidney Hinson Jr., cum laude, 

with honors in math 
Mark Andrew Hocker 
Leslie Anne Holcomb 
Donald Keith Jackson, magna cum laude 
Jane Cornwell Jackson, 

summa cum laude 
Kenneth Wayne Jones 



164 



Lynne Kaye, magna cum laude 
Paul Mebane Kidder 
Vincent Joseph Kiernan III 
Kevin Parks King 
Randall S. Knapp 
Jov Lynn Knox, cum laude 
Charles William Kraft 
Christopher Larsen 
Joie Lvnn Lewis, cum laude 
Pamela Jo Lolley 
Robert Maitland Lundgren 
Aubrey Lamont Martin 
Lewis Richard Matthews III 
Nancy Colliding McClellan 
Jeffrey Robert McFadden 
Michael Anthony McNamara 
Joseph Alan McSween 
Frances Dale Mitchell 
William Knox Montgomery 
Mary Covington Moorman 
Robert Brown Morrison 
Vernon Martin Mustian Jr., 

magna cum laude 
Barbee Claudette Myers, cum laude 
Jerry Talmadge Myers 
John Harry Nakashian, cum laude 
Terry Wayne Nail 
Steven Nelson 
William Carrett Nickell 
Matthew David Ohl, magna cum laude 
Scott Russell Olson 
Theodore Klemn Oswald 
Charlton Norman Owensbv, cum laude 
Michael Ian Pappas, cum laude 
Joseph Minter Payne Jr., 

magna cum laude 
Gary Robert Pinns 
Harry Pollack 
Debra Marie Porter 
James Woodford Proffitt Jr., cum laude 
Glenn Gilbert Quintana 
Richard Kellev Reed 
Douglas Barrett Rhodes 
John Everett Riddell 



Elaine Sue Rihtarchik, cum laude 

Mark Edward Rilev 

Thomas Bradley Rufty, cum laude 

George Andrew Rush 

Wade Banker Sample, cum laude 

Douglas Stuart Samsen 

Eric Thowald Sandberg, cum laude 

Francis Charles Sarro III 

Robert Harrison Sasser III 

Bradley Jav Schmidt 

Amy Lynn Siemer, magna cum laude 

Robert Nathan Sikes 

Gilbert Simonetti III 

Lynn Marie Singleton, cum laude 

Murray Talmadge Sink 

Alexis Bennett Smith 

Thomas Edgar Snell 

Lisa Anne Snider, cum laude 

Sharon Elizabeth Snow, cum laude 

Beverly Anne Stamey, cum laude 

Emily Carol Stanley 

Stalana Joy Storms 

Lisa Anne Talley, cum laude 

Susan Lynne Templeton, cum laude 

David Lee Terry, cum laude 

Thomas Edward Trone, cum laude 

Michael Edgar Twillev 

John Garth Vine 

Tina Suzanne Vogel, cum laude, 

with honors in math 
Julia Louise Waddell 
Margaret Caroline Wall 
Geoffrey Dwight Walters 
Howard Mark Ward 
Philip Stahl Warshauer 
Herbert Monteith Wayne III 
John LeGrand Weatherman 
Marcus Frederick Weibel 
Douglas Steven Wells 
Michael Charles Whitehurst 
Kathryn Anne Wicklund 
Lawrence Allan Wilson Jr. 
Myra Lois Withers 
Danna Leslie Wormian, cum laude 



165 



August 2, 1980 

Bachelor of Arts 



Bobby Lee Beck 
Robert Keith Bridges 
Michael Gov Broome 
Jocelyn Burton 
Donald Edward Davis 
Charles Clifford Edahl 
Donna Fern Edwards 
Teresa Gardner Golding 
Bryan Willard Greene 
Dale McNeill Haupt 
Arnold Walker Hill 
Susan Carol Hunter 
Edward T. Hurdle 
Allen DeWavne Johnson 
James Duggan Johnson 
Robert Joseph Jolly, cum laude, 

with honors in romance languages 
Robert Bruce Josey 
David Clark Joyce 
Albert David Kirby Jr. 
Mark Thomas Lancaster 
Jeffrey Scott Laymon 
Jeffrey William Macintosh 
Deni Gladieux Mclntvre, 

summa cum laude 



Drew Harris McNeill, cum laude 

Jeffrey Lee Mitchell 

Margaret Patricia Quinn, cum laude, 

with honors in speech communication 

and threatre arts 
Edward Stephen Raliski 
Richard Beatty Robey 
Robert H. Robinson Jr. 
Susan Dale Shearin, magna cum laude, 

with honors in romance languages 
Burke Gilbert Sheppard 
Larry Keith Southerland, cum laude 
Robert Eric Taylor 
Stephen Powel Tippie, cum laude 
Mark George Visnic 
Allison Rene Watson, cum laude, 

with honors in speech communication 

and theatre arts 
Ann Thomas Wells, cum laude 
David Sinclair Wells Jr. 
Marvin Alan Winesett 
William Scott Yingling 
Humavun Ismail Zeya 



August 2, 1980 

Bachelor of Science 



Michael Stanlev Batts 

Claude Caison Bridget' 

Edwin Pierce Brown III 

Douglas Wayne Comer 

Ladonna Faye Cornelius, cum laude 

Gary S. Fuccillo 

Tamara Kay Garrett 

Jeffrey William Goodman 

Lisa Elaine Gossett 

Jane Elizabeth Hendrick 

Nancy Pamela Herbst 

James Edward 



Nancy Carol Johnson 
Kathryn Ann Livesay 
Myron James McKee III 
James Redfern Morgan Jr.. cum laude 
Richard Nicholas Ognovich Jr. 
Kenneth Alan Scalf 
James Edward Smith 
Joseph Madison Spencer 
David Duveen Strickland 
Robert L. Ventresca 
Ralph Lynch Wilbur 
VVomble Jr. 



166 



February 10, 1981 

Bachelor of Arts 



Thomas Wellington Albritton Jr. 

Richard Mark Bassett, cum laude 

Lisa Dell Bris-Bois, cum laude 

Frank David Burgess 

Carter Weldon Clarke III 

Mary Rebecca Clarkson, cum laude 

Peter James Corrigan III 

Kevin Edward Cosgrove 

Cynthia Latane Carpenter Davis 

James Michael Fargis Jr. 

Donald Ray Flynt 

Judy Lynn Ginter 

Pamela Gladney 

James Warner Golds 

Charlotte Evelyn Greenlee 

Robert Brice Hamilton Jr. 

Margaret Anne Hauser 

William Lecil Henderson II 

Sydney W. Kitson 

Michael Gerard Jones 

Eric Williston Law 

Logan Strickler McConnell 



Elizabeth Ann Miller, cum laude 

Armand Francis Molino 

Jayne Simms Moore 

Laura Lee Myers 

Samuel Louis Petro 

Charles Chase Petzinger 

Charles Bradley Prothro, cum laude, 

with honors in psychology 
Joseph Albert Riggsbee 
Thomas William Roberts, cum laude 
John Wallis Rusher 
Barbara Luisa Schmaelzle 
Jonathan Mark Seymour 
Donna Raye Smith 
David John Stefany 
Fred E. Stevens 
Gregorv Claude Stewart 
Rodman Collins Tullis 
Timothy K. Wilcox 
Scott Wilson Williams, cum laude 
Catherine Earle Woodard, 

magna cum laude 



February 10, 1981 

Bachelor of Science 



J. Randall Angel 

Frank Anthony Armstrong 

Tony Delane Atkins 

William Carlton Baumler 

Robert F. Brassell 

Carole Lvnn Buchanan 

Jimmv Allen Bumgarner 

Teresa Coe Bumgarner 

Charles Joseph Caldwell, cum laude 

David P. Cline 

Edward Tavlor Dodson, cum laude 

George Ervin Jr. 

Thomas Scott 



William Michael Gillev 
Frank Charles Harnisch 
Martin James Harnisch 
Stephen Thomas Harsch 
Catherine Louise Hartsell 
J. Tapani Havrinen 
Thomas Edward Hoke 
Candv Kaye James, cum laude 
Billv Michael Key, cum laude 
Jeffrey Blair Kole 
Kimberly Young Lewey 
Robert William Morgan 
Pierce, cum laude 



167 



Honor Societies 



Omicron Delta Kappa 



Members of 
Paul Stewart Batchelor 
Deborah Leigh Bennett 
Sarah Elizabeth Bonner 
Catherine Beauregard Burroughs 
Robin Elaine Bvrd 
Margaret Louise Cole 
Joseph C. Davis Jr. 
Doug Vincent Esherick 
Janice Maria Fain 
Christopher Reginald Cambill 
Patricia Ann Garrison 
Thomas Norfleet Griffin III 
John Marcus Gullev 
Mary Elizabeth Heim 



J> 



the Class of 1980 
Joseph Addison Hill Jr. 
Donald Keith Jackson 
Jane Cornwell Jackson 
Mary Nash Kelly 
Vernon Martin Mustian 
Kevin Alfred Nelson 
Neil Kenyon Rector 
Elaine Sue Rihtarchik 
Harry Dennis Snyder 
Stephen Joseph Vivian 
Elizabeth Russell Wakefield 
Catherine Earle Woodard 
Kellv Mitchell Wrenn 



Mortar Board 



Members of 
Paul Stewart Batchelor 
Deborah Leigh Bennett 
Sarah Elizabeth Bonner 
Catherine Beauregard Burroughs 
Robin Elaine Bvrd 
Margaret Louise Cole 
Joseph C. Davis Jr. 
Doug Vincent Esherick 
Janice Maria Fain 
Christopher Reginald Gambill 
Patricia Ann Garrison 
Thomas Norfleet Griffin III 
John Marcus Gullev 
Mary Elizabeth Heim 



the Class of 1980 
Joseph Addison Hill Jr. 
Donald Keith Jackson 
Jane Cornwell Jackson 
Mary Nash Kelly 
Vernon Martin Mustian Jr. 
Kevin Alfred Nelson 
Neil Kenyon Rector 
Elaine Sue Rihtarchik 
Harry Dennis Snyder 
Stephen Joseph Vivian 
Elizabeth Russell Wakefield 
Catherine Earle Woodard 
Kellv Mitchell Wrenn 



Amy Sue Ahrendt 
Mary Elizabeth Bell 
Deborah Leigh Bennett 



Phi Beta Kappa 

Members of the Class of 1980 

Jane Cornwell Jackson 
Karen Ann Jaenke 
William George Katibah III 



168 



Sarah Elizabeth Bonner 

Wendy Adams Braswell 

Jeffrey David Brooks 

Sandra Lee Browning 

Deborah Lynn Buchanan 

Catherine Beauregard Burroughs 

Sanford Allan Church 

Roberet Litz Coleman 

Denise Janette Cumbee 

Karen Anne Curtin 

Janet Louise Davis 

Julia Ludell Doub 

Bradley Scott Epps 

Andrea Leigh Epting 

Marv Lee Evers 

Janice Maria Fain 

James Alan Ferency 

Susan Earle Garrett 

Thomas N'orfleet Griffin III 

Floyd Wright Hartsell 

Marv Elizabeth Heim 

Joseph Addison Hill Jr. 

Margaret Jane Hobson 



Lynne Christine Kaye 
Mary Nash Kelly 
Lvnn Dee Knapp 
Clegg Wayne Mabry Jr. 
Sara Jane Manning 
Sandra Ann Mills 
Joseph Dennis McCullough 
Christopher Cheuk-Ho Ng 
Mathew David Ohl 
Laurie Anne Parendes 
Joseph Minter Payne Jr. 
Alan Ellis Rolfe 
Amy Lynn Siemer 
Harry Dennis Snvder 
Brenda Carol Swan 
Evelyn Byrd Tribble 
Mathew Donald Lhle 
Martha Carolyn Vertrees 
Stephan Joseph Vivian 
Joseph Van Wagstaff Jr. 
Mark Lowe Warren 
Janice Gale Williams 




Enrollment 



169 



The College 

Seniors 

Juniors 

Sophomores 

Freshmen 

Unclassified 

Total 



Fall 1980 










Men 


Women 


Total 




470 


281 


751 




450 


304 


754 




480 


330 


810 




499 


296 


795 




22 


29 


51 



1,921 



1,240 



3,161 



The Graduate School 

(Reynolda Campus) 
Master's Program 
Doctoral Program 
Unclassified 

Total 



76 


129 


205 


11 


1 


12 


5 


10 


15 



92 



140 



232 



The Graduate School 

(Hawthorne Campus) 
Master's Program 
Doctoral Program 
Unclassified 

Total 

The School of Law 



7 


10 


17 


45 


28 


73 


9 


2 


4 


54 


40 


94 


365 


137 


502 



The Babcock Graduate 








School of Management 








Master's Program 


146 


33 


179 


Executive Program 


56 


8 


64 


Total 


202 


41 


243 



The Bowman Gray 
School of Medicine 

Allied Health Programs 



335 

47 



96 

77 



431 
124 



Total 



3,016 



1,771 



4,787 



170 



Geographic Distribution — Undergraduates 



Alabama 

Alaska 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

District of Columbia 

Florida 

Ceorgia 

Hawaii 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

Nevada 

New Hampshire 

New Jersey 

New Mexico 

New York 

North Carolina 

North Dakota 

Ohio 

Oklahoma 

Oregon 

Pennsylvania 

Rhode Island 

South Carolina 

South Dakota 

Tennessee 



Men 


Women 


Total 


6 


3 


9 





1 


1 





1 


1 





1 


1 


6 


5 


11 


1 


1 


2 


40 


9 


49 


29 


17 


46 


5 


4 


9 


119 


55 


174 


55 


44 


99 




















27 


9 


36 


8 


1 


9 


1 


1 


2 


1 


1 


2 


21 


14 


35 





1 


1 


1 





1 


100 


56 


156 


19 


7 


26 


14 


2 


16 


3 


2 


5 


1 





1 


2 


4 


6 





























2 





2 


120 


47 


167 











99 


26 


125 


791 


683 


1,474 











43 


17 


60 


2 


1 


3 











105 


26 


131 


4 





4 


50 


27 


77 











31 


19 


50 



171 



Texas 

United States Territories 

Utah 

Vermont 

Virginia 

Washington 

West Virginia 

Wisconsin 

Wyoming 



Other Countries 



Bahamas 

Belgium 

Brazil 

Canada 

Colombia 

Dominican Republic 

France 

Ghana 

Guyana 

Israel 

Japan 

Malaysia 

Mexico 

Panama 

Turkey 

United Kingdom 

Venezuela 



11 


8 


19 


3 


1 


4 


1 





1 


1 


(1 


1 


153 


11(1 


263 











20 


24 


44 


3 


2 


5 


1 





1 


s 
Men 


Women 


Total 





1 


I 


1 


1 


2 


I 





1 


3 





3 


1 


3 


4 


1 





1 


2 


1 


3 


1 





1 


1 





1 


1 





1 


3 





3 


3 





3 


1 





1 


1 





1 


1 





1 


1 





1 





3 


3 




An art exhibit in the lobby of the Scales Fine Arts Center 



172 

The Board of Trustees 

Terms Expiring December 31, 1981 

E. Lee Cain, High Point C. Hunter Moricle Sr., Reidsville 

Gloria F. Graham, Wilson W. Linville Roach, Greensboro 

Ray K. Hodge, Kinston Colin Stokes, Winston-Salem 

James L. Johnson, Rowland Charles L. Tanner, Garner 

Richard A. Williams, Maiden 

Terms Expiring December 31, 1982 

Joseph Branch, Raleigh Robert A. Culler, High Point 

Dewey H. Bridger Jr., Bladenboro Manuel E. Cannup, Greensboro 

Louise Brovhill, Lenoir Charles Cedric Davis, Farmville 

C. Frank Colvard Jr., West Jefferson John D. Larkins, Trenton 
William W. Leathers III, Rockingham 

Terms Expiring December 31, 1983 

Charles W. Cheek, Greensboro Pete Lovette, Wilkesboro 

Thomas H. Davis, Winston-Salem Claude A. McNeill Jr., Elkin 

C. C. Hope Jr., Charlotte Mary Lide Morris, Burlington 

John M. Lewis, Raleigh Dale Simmons, Mt. Airy 

Lonnie Williams, Wilmington 

Terms Expiring December 31, 1984 

Albert L Butler Jr., Winston-Salem Katharine Mountcastle, New Canaan 

Egbert L. Davis Jr., Winston-Salem Connecticut 

Mark Holt, Favetteville W. Boyd Owen, Wavnesville 

Petro Kulynych, Wilkesboro Leon L. Rice, Winston-Salem 

James W. Mason, Laurinburg Eugene Worrell, Charlottesville, 

Virginia 

Officers 

(For one-year terms beginning January 1. 1981) 

Colin Stokes, Winston-Salem, Chairman 

E. Lee Cain, High Point, Yice-Chairman 

Elizabeth S. Drake, Winston-Salem, Secretarv 

John G. Williard, Winston-Salem, Treasurer and Assistant Secretary 

Womble Carlvle Sandridge & Rice. Winston-Salem, General Counsel 

Leon H. Corbett Jr., Winston-Salem, Associate General Counsel 



173 

The Board of Visitors 



Arnold Palmer, Latrobe, Pennsylvania 
Chairman, University Boards of Visitors 

Wake Forest College and Graduate School 

Terms Expiring December 31, 1981 

William N. Austin, Jo DeYoung Thomas, Miami, Florida 

Los Angeles, California Patrick L. M. Williams 

John Fairchild, New York, New York Philadelphia, Pennsylvania 

William F. Laporte, J. Tvlee Wilson, Winston-Salem 
New York, New York 

Terms Expiring December 31, 1982 

Samuel H. Alder, Rochester, New York Harold T. P. Hayes, New York, New York 
Maya Angelou, Pacific Albert R. Hunt Jr.. Washington. D. C. 

Palisades, California Graham A. Martin, Winston-Salem 

William L. Bondurant, Winston-Salem Martin Mayer, New York, New York 
Wallace Carroll. Winston-Salem Jasper D. Memory, Raleigh 

Ralph Ellison, New York, New York Bill Movers, New York, New York 

Eugene Owens, Charlotte 

Terms Expiring December 31, 1983 

George Anderson, Jacksonville. Florida Constance Gray. Winston-Salem 

A. R. Amnions, Ithaca, New York Charles U. Harris. Delaplane, Virginia 

Bert Bennett, Winston-Salem Hubert Humphrey, Greensboro 

John Chandler, Williamstown, James Allied Martin Jr.. 
Massachusetts New York, New York 

Merrimon Cunninggim, Winston-Salem Earl Slick, Winston-Salem 

Ronald Deal, Hickory Zacharv T. Smith, Winston-Salem 

Arthur E. Earley. Cleveland, Ohio Feme Sticht, Winston-Salem 

Terms Expiring December 31, 1984 

David Bryant, S. Charleston, Jack Hatcher, Lebanon, New 

West Virginia Hampshire 

Aurelia Gray Eller, Winston-Salem Connie William King, Nashville, 

Frank Forsyth, Winston-Salem Tennessee 

Anne Revnolds Forsvth, Winston-Salem John F. McNair III. Winston-Salem 
Stanlev Frank, Greensboro Wayne Oates, Louisville, Kentuckv 

Edward Gould, Atlanta, Georgia Lorraine F. Rudolph, Winston-Salem 

Frank Willingham, Houston, Texas 

Ex-Officio Member 

Jan W. Blackford, President, Alumni Council, Winston-Salem 




President James R. Scales 



175 

The Administration 

Date following name indicates year of appointment. 

University 

James R. Scales (1967) President 

B. A., Oklahoma Baptist; M.A., Ph.D., Oklahoma; Litt.D., 
Northern Michigan; LL.D., Alderson-Broaddus; LL.D., Duke; Litt.D., Belmont Abbev 

Edwin Graves Wilson (1946, 1951) Provost 

B.A., Wake Forest; A.M., Ph.D., Harvard 

Manson Meads (1947, 1963) Vice President for Health Affairs and 

B.A., California; M.D., Sc.D., Temple Director of the Medical Center 

John G. Williard (1958) Vice President and Treasurer 

B.S., North Carolina (Chapel Hill); C.P.A., North Carolina 

G. William Joyner Jr. (1969) Vice President for Development 

B.A., Wake Forest 

*Russell H. Brantley Jr. (1953) Assistant to the President and 

B.A., Wake Forest Director of Communications 

Leon Corbett (1968) Associate General Counsel 

B.A., J.D., Wake Forest 

Henry B. Stokes (1977) Director of Denominational Relations 

B.A., Wake Forest; Th.B., Southern Baptist Seminary 

Ross A. Griffith (1966) Director of Equal Opportunity 

B.S., Wake Forest; M.Ed.. North Carolina (Chapel Hill) 

Larry L. Palmer (1978) Director of Minority Affairs 

B.A., Emory; M.Ed., Texas Southern; Ed.D., Indiana 

College 

Thomas E. Mullen (1957) Dean of the College 

B.A., Rollins; M.A., Ph.D., Emory 

Robert Allen Dyer (1956) Associate Dean 

B.A., Louisiana State; Th.M., Ph.D., Southern Baptist Seminary- 
Toby A. Hale (1970) Assistant Dean and Director of Educational 
B.A., Wake Forest; M.Div., Duke; Ed.D., Indiana Planning and Placement 

Patricia Adams Johnson (1969) Assistant to the Dean 

B.A., Winston-Salem State; M.A., Wake Forest of the College 

N. Rick Heatley (1970) Associate in Academic Administration 

B.A., Baylor; M.A., Ph.D., Texas and Associate Director 

of Educational Planning and Placement 



* Absent on leave, fall 1980. 



176 



Graduate School 



Henrv Smith Stroupe (1937) 

B.S.. M.A.. Wake Forest; Ph.d.. Duke 



Dean of the Graduate School 



Harold O. Goodman (1958) 

B.A., M.A., Ph.D., Minnesota 



John D. Scarlett (1955, 1979) 

B.A., Catawba; J. D., Harvard 

Leon H. Corbettjr. (1968) 
B.A., J.D., Wake Forest 

Robert F. Clodfelter (1981) 
LL.B., Duke 

Charles H. Taylor (1976) 
B.S., J. D.,' Wake Forest 

Jean K. Hooks (1970) 



School of Law 



Associate Dean for Biomedical 
Graduate Studies 



Dean of the School of Law 

Associate Dean 

Associate Dean 
for Academic Affairs 

Director of Continuing 
Legal Education 

Director of Admissions 
and Assistant to the Dean 



Laura L. Myers (1959) 



Director of Placement 



Babcock Graduate School of Management 



Edward L. Felton Jr. 

B.A., Richmond; B.D., Southeastern Seminary; 
M.B.A. D.B.A.. Harvard 

William L. Bern (1979) 

B.S., Virginia Polytechnic; M.B.A., 
Western Kentucky; D.B.A.. Harvard 

Michael L. Rice (1980) 

B.S.. M.B.A., Florida State; 

Ph.D., North Carolina (Chapel Hill) 

James M. Clapper (1975) Director of MBA Executive Prograni 

B.S., M.S., Rensselaer; Ph.D., Massachusetts 

Jean B. Hopson (1970) Assistant Dean 

B.A., Murray State; M.S. in L.S., George Peabodv; M.B.A.. Wake Forest 



Dean of the Babcock Graduate 
School of Management 

Associate Dean for 
Academic Affairs 



Associate Dean of 
Administration 



EuGene M. Galligan (1981) 

B.A., Upper Iowa; M.A., Bradley University 

Bruce R. Holliday (1981) 

B.A., Davidson College; M.B.A.. Wake Forest 



Director of the Babcock Center 



Director of Admissions 
and Placement 



Bowman Gray School of Medicine 



Richard Janeway (1966) 

B.A., Colgate; M.D., Pennsylvania 

Nat E. Smith (1976) 

B.A., Erskine; M.D., Georgia 

C. Nash Herndon (1942, 1966) 
B.A.. Duke; M.D.. Jefferson 



Dean of the Bowman Gray 
School of Medicine 

Associate Dean 
Senior Associate Dean for Research Development 



177 



J. Kiffin Penry (1979) Associate Dean for Research Development 

B.S., M.D., Wake Forest (Neurosciences) 

Clyde T. Hardy Jr. (1941) Associate Dean for Patient Services 

B.A., Richmond 

Warren H. Kennedy (1971) Associate Dean for Administration 

B.B.A., Houston 

John D. Tolmie (1970) Associate Dean for Student Affairs 

B.A., Hobart; M.D., McGill 

Emery C. Miller, Jr. (1955) Associate Dean for Continuing Education 

B.A., North Carolina (Chapel Hill); M.D.. Johns Hopkins 

John H. Felts (1978) Associate Dean for Admissions 

B.S., Wofford; M.D., South Carolina 

James C. Leist (1974) Assistant Dean for Continuing Education 

B.S.. Southeastern Missouri State; M.S., Ed.D., Indiana 

J. Dennis Hoban (1978) Director of the Office of 

B.A., Yillanova; M.S., Ed.D., Indiana Educational Research and Services 



School of Business and Accountancy 

Thomas C. Taylor (1971) Dean of the School 

B.S., M.A., North Carolina (Chapel Hill); of Business and Accountancy 

Ph.D., Louisana State; C.P.A.. North Carolina 



Summer Session 

Percival Perry (1939, 1947) Dean of the Summer Session 

B.A., Wake Forest; M.A., Rutgers; Ph.D., Duke 



Student Services 

David Allen Hills (1960) Coordinator of Student Services 

B.A.. Kansas; M.A., Ph.D., Iowa 

Mark H. Reece (1956) Dean of Men 

B.S., Wake Forest 

Lula M. Leake (1964) Dean of Women 

B.A., Louisiana State; M.R.E., Southern Baptist Seminary 

Michael Ford (1981) Director of the College Union 

B.A., Wake Forest; M.Div., Gordon-Conwell Theological Seminary 

Brian M. Austin (1975) Director of the Center for 

B.A., Monmouth; M.S.Ed., Ph.D., Southern Illinois Psychological Seri'ices 

Marianne Schubert (1977) Assistant Director of the Center for 

B.A., Dayton; M.A., Ph.D., Southern Illinois Psychological Services 

Mary Ann H. Taylor (1961, 1978) Director of University Student Health Services 

B.S., M.D., Wake Forest 



178 

Campus Ministry 

Edgar D. Christman (1956, 1961) Chaplain 

B.A., J.D., Wake Forest; B.D., Southeastern Baptist Seminary; 
S.T.M., Union Seminary 

Christal M. Williams (1980) Assistant Chaplain and 

B.A., California Baptist College; Baptist Campus Minister 

M. Div., Southeastern Baptist Seminary 

Records and Institutional Research 

Ben M. Seelbinder (1959) Director of Records and Institutional Research 

B.A., Mississippi Delta State; M.A., Ph.D.. North Carolina (Chapel Hill) 

Margaret R. Perry (1947) Registrar 

B.S., South Carolina 

Personnel 

James L. Ferrell (1975) Director of Personnel 

B.A., North Carolina (Chapel Hill); M.S., Virginia Commonwealth 

Admissions and Financial Aid 

William G. Starling (1958) Director of Admissions and Financial Aid 

B.B.A., Wake Forest 

Shirley P. Hamrick (1957) Associate Director of Admissions 

B.A., North Carolina (Chapel Hill); M.A. in Ed., Wake Forest 

W. Douglas Bland (1975) Assistant Director of Admissions 

B.A., M.A. In Ed, Wake Forest 

Lyne S. Gamble (1978) Assistant Director of Admissions 

B.A., Millsaps 

Karen A. Jaenke (1980) Admissions and Financial 

B.A., Wake Forest Aid Counselor 

Educational Planning and Placement 

Toby A. Hale (1970) Assistant Dean and Director of Educational 

B.A., Wake Forest; M.Div., Duke; Ed.D.. Indiana Planning and Placement 

N. Rick Heatley (1970) Associate in Academic Administration 

B.A., Baylor; M.A., Ph.D., Texas and Associate Director 

of Educational Planning and Placement 

Communications and Publications 

Russell H. Brantley Jr. (1953) Assistant to the President and 

B.A., Wake Forest Director of Communications 

Martha W. Lentz (1973) University Publications Editor 

B.A., North Carolina (Chapel Hill); M.B.A., Wake Forest 

William E. Ray (1975) Associate in Communications 

B.A., Wake Forest; M.A.. Ph.D., North Carolina (Chapel Hill) 



179 

Development and Alumni Activities 

G. William Joyner Jr. (1969) Vice President for Development 

B.A., Wake Forest 

Julius H. Corpening (1969) Director of Development 

B.A., Wake Forest; B.D.. Southern Baptist Seminary and Estate Planning 

Robert D. Mills (1972) Director of Alumni Activities 

B.A., Wake Forest 

Robert T. Baker (1978) Director of Corporate 

B.A., M.S., George Peabody Relations and the Law Fund 

Minta Aycock McNally (1978) Director of the College Fund 

B.A., Wake Forest 

W. Craig Jackson (1978) Assistant to the Director of Alumni Activities 

B.A., Wake Forest 

James Reid Morgan (1980) Foundations Officer 

B.A., J. D., Wake Forest 

Financial Affairs 

John G. Williard (1958) Vice President and Treasurer 

B.S., North Carolina (Chapel Hill); C.P.A., North Carolina 

Carlos O. Holder (1969) Controller and Assistant Treasurer 

B.B.A., Wake Forest 

W. Derald Hagen (1978) Assistant Controller 

B.S., Virginia Polytechnic 

Libraries 

Merrill G. Berthrong (1964) Director of Libraries 

B.A.. Tufts; M.A.. Fletcher; Ph.D., Pennsylvania 

Richard J. Murdoch (1966) Assistant to the Director and 

B.A., Pennsylvania Military; M.S. in L.S., Villanova Curator of Rare Books 

Kenneth A. Zick II (1975) Director of Law Library Services 

B.A., Albion; J.D., Wayne State; M.L.S., Michigan 

Vivian L. Wilson (1960) Librarian of the School of Law 

B.A., Coker; B.S. in L.S., George Peabody 

Jean B. Hopson (1970) Librarian of the Babcock Graduate 

B.S. in Ed., Murray State; M.S. in L.S., School of Management 

George Peabody; MB. A., Wake Forest 

Michael D. Sprinkle (1972) Librarian of the Bowman Gray 

B.A., M.S. in L.S., North Carolina (Chapel Hill) School of Medicine 

Athletics 

G. Eugene Hooks (1956) Director of Athletics 

B.S., Wake Forest; M.Ed., North Carolina (Chapel Hill); Ed.D., George Peabody 



180 



Dorothy Casey (1949) Director of Women's Athletics 

B.S., North Carolina (Greensboro); M.A., North Carolina (Chapel Hill) 

Other Administrative Offices 

Nicholas B. Bragg (1970) Executive Director of Reynolda House 

B.A.. Wake Forest 

R. Davidson Burgess jr. (1974) Director of Bands 

B.S., Concord; M.A., Marshall 

Richard T. Clay (1956) Director of University Stores 

B.B.A., Wake Forest 

Thomas M. Elmore (1962) Director of Counselor Education 

B.A., Wake Forest; M.A., George Peabodv; Ph.D., Ohio State 

Paul M. Gross Jr. (1959) Coordinator of the. Honors Program 

B.S.. Duke; Ph.D., Brown 

David W T . Hadlev (1966) Coordinator of London Programs 

B.A., Wake Forest; A.M., Ph.D., Harvard 

John H. Litcher (1973) Director of Teacher Education 

B.S., Winona State; M.A.. Ph.D., Minnesota 

John V. Mochnick (1976) Director of Choirs 

B.M., Heidelberg; M.M.. Indiana; DMA.. Cincinnati 

Victor Faccinto (1978) Director of the Art Gallery 

B.A.. M.A., California 

Rodney Meyer (1980) Director of the Office 

B.A., Brown; M.A., Ph.D., Minnesota for Grants and Contracts 

Harold S. Moore (1953) Director of the Physical Plant 

B.M.E., Virginia 

Herman J. Preseren (1953) Director of the Educational Media Center 

B.S., California State (Pennsylvania); M.A., Columbia; 
Ph.D., North Carolina (Chapel Hill) 

William E. Rav (1975) Director of Concerts and Carillonneur 

B.A., Wake Forest; M.A., Ph.D., North Carolina (Chapel Hill) 

Harold C. Tedford ( 1 965) Director of Theatre 

B.A., Ouachita; M.A., Arkansas; Ph.D., Louisiana State 

Donald H. Wolfe (1968) Associate Director of Theatre 

B.S., M.S., Southern Illinois; Ph.D., Cornell 



181 



The Undergraduate Faculties 

Date following name indicates year of appointment. 

Professor of Biology 



Charles M. Allen (1941) 

B.S., M.S., Wake Forest; Ph.D., Duke 

Ralph D. Amen (1962) 



Associate Professor of Biology 



B.A., M.A., Northern Colorado; M.B.S., Ph.D., Colorado 

John L. Andronica (1969) Associate Professor of Classical Languages 

B.A., Holy Cross; M.A., Boston College; Ph.D., Johns Hopkins 

John William Angell (1955) Professor of Religion 

B.A., Wake Forest; S.T.M., Andover Newton; Th.M., Ph.D., Southern Baptist Seminary 

Bianca Artom (1975) 

Brian M. Austin (1975) 

B.A., Monmouth; Ph.D., Southern Illinois 



*H. Wallace Baird (1963) 

B.A., Berea; Ph.D., Wisconsin 

Susan E. Balinsky (1980) 

B.S., S.U.N.Y. (Oneonta); M.S., Indiana 

E. Pendleton Banks (1954) 

B.A., Furman; A.M., Ph.D., Harvard 

James P. Barefield (1963) 

B.A., M.A., Rice; Ph.D., Johns Hopkins 

Richard C. Barnett (1961) 

B.A., Wake Forest; M.Ed., Ph.D., North Carolina (Chapel Hill) 

John V. Baxley (1968) 

B.S., M.S., Georgia Tech; Ph.D., Wisconsin 

Robert C. Beck (1959) 
B.A., Ph.D., Illinois 

**Donald B. Bergey (1978) 

B.S., M.A., Wake Forest 

Merrill G. Berthrong (1964) 

B.A., Tufts; M.A., Fletcher; Ph.D., Pennsylvania 

Deborah L. Best (1972, 1978) Instructor in Psychology 

B.A., M.A., Wake Forest; Ph.D., North Carolina (Chapel Hill) 



Lecturer in Romance Languages 
Lecturer in Psychology 

Professor of Chemistry 

Instructor in Physical Education 

Professor of Anthropology 

Associate Professor of History 

Professor of History 

Professor of Mathematics 

Professor of Psychology 

Instructor in Physical Education 

Associate Professor of History 



Ramunas Bigelis (1979) 

B.S., Illinois (Chicago); Ph.D., Purdue 

**David Bindman (1977) 

B.A., M.A., Oxford; Ph.D., Courtauld 



Assistant Professor of Biology 

Lecturer in Art History 
(London) 



*On leave, fall 1980 
**Part-time 



182 

W. Thomas Boone (1973) Assistant Professor of Physical Education 

B.S., M.Ed., Northwestern State; Ph.D., Florida State 

David G. Brailow (1979) Visiting Assistant Professor of English 

B.A., Amherst; M.A., Ph.D., Oregon 

*Meredith L. Bratcher (1980) Instructor in Religion 

B.A., Wake Forest, M.A., North Carolina (Chapel Hill) 

**Germaine Bree (1973) Kenan Professor of Humanities 

Licence, E.E.S., Agregation, Paris; Litt.D., Smith, Mount Holyoke, Alleghany, 

Duke, Oberlin, Dickinson, Rutgers, Wake Forest, Brown, Wisconsin, New York, 

Massachusetts, Kalamazoo; L.H.D., Wilson, Colbv, Michigan, Davis and Elkins; 

LL.D., Middlebury 

Robert W, Brehme (1959) Professor of Physics 

B.S., Roanoke; M.S.. Ph.D., North Carolina 

tCarole L. Browne (1980) Assistant Professor of Biology 

B.S., Hartford; Ph.D., Syracuse 

tRobert A. Browne (1980) Assistant Professor of Biology 

B.S., M.S., Dayton; Ph.D., Syracuse 

David B. Broyles (1966) Associate Professor of Politics 

B.A., Chicago; B.A., Florida; M.A., Ph.D., California (Los Angeles) 

George McLeod Bryan (1956) Professor of Religion 

B.A., M.A., Wake Forest; B.D., Ph.D., Vale 

Shasta M. Bryant (1966) Professor of Romance Languages 

B.A., M.A., Ph.D., North Carolina (Chapel Hill) 

Julian Lopez Bueno (1978) Visiting Assistant Professor of 

Ph.B., Gregorian (Rome); B.A., Pan-American; Romance Languages 

M.A., Ph.D., Texas Tech 

Jerry M. Burger (1980) Assistant Professor of Psychology 

B.S., M.S., California State (Fresno); Ph.D., Missouri (Columbia) 

Julian C. Burroughs Jr. (1958) Professor of Speech Communication 

B.A., Wake Forest; M.A., Ph.D., Michigan 

Richard D. Carmichael (1971) Professor of Mathematics 

B.S., Wake Forest; M.A., Ph.D., Duke 

ttDonald T. Carr (1980) Instructor in Religion 

B.A., Arkansas (Little Rock); M.Div., Southern Baptist Seminary 

tttWallace Carroll (1974) Sam J. Ervin Jr. University Lecturer 

B. Liu., Marquette; LL.D., Duke; Litt.D., Wake Forest, Marquette 



tP art-time, fall 1980 
**On leave, spring 1981 

tPart-time 
ttFall 1980 
tttPart-time, spring 1981 



183 



John A. Carter Jr. (1961) Professor of English 

B.A., Virginia; M.A., Ph.D., Princeton 

Dorothy Casey (1949) Assistant Professor of Physical Education 

B.S., North Carolina (Greensboro); M.A.. North Carolina (Chapel Hill) 

David W. Catron (1963) Associate Professor of Psychology 

B.A., Furman; Ph.D., George Peabody 

*Gale M. Chamblee (1978) Instructor in Physical Education 

B.A., East Carolina; M.A.T., North Carolina (Chapel Hill) 

Glenn L. Clark Jr. (1976) Lecturer in Business 

B.S., Ohio State; MB. A., Kentucky 

Maxine L. Clark (1980) Assistant Professor of Psychology 

B.A., Cincinnati; A.M., Ph.D., Illinois 

Marvin S. Coats (1976) Lecturer in Art 

B.S.A., East Texas State; M.F.A., Oklahoma 

John E. Collins (1970) Associate Professor of Religion 

B.S., M.S.. Tennessee; B.D., Southeastern Baptist Seminary; Ph.D., Princeton 

John L. Connolly Jr. (1980) Visiting Associate Professor of Art 

A.B., Occidental; M.A., Southern California; Ph.D., Pennsylvania 

Gary A. Cook (1975) Instructor in Art 

B.F.A., Michigan State; M.F.A., Northern Illinois 

Leon P. Cook Jr. (1957) Associate Professor of Accountancy 

B.S., Virginia Polytechnic; M.S., Tennessee; C.P.A., Arkansas 

Nancy J. Cotton (1977) Associate Professor of English 

B.A., Texas; M.A., Wisconsin; Ph.D., Columbia 

John B. Coullard (1977) Instructor in Accountancy 

B.S.E.E., Louisiana State; M.B.A., Syracuse; Ed.D., North Carolina (Greensboro) 

Cyclone Covey (1968) Professor of History 

B.A., Ph.D., Stanford 

*Frances Creighton (1976) Instructor in Romance Languages 

B.A., Marshall; M.A., Tennessee 

Christopher D. Cribaro (1978) Visiting Assistant Professor of History 

B.S., Loyola; M.A., DePaul; Ph.D., Nebraska (Lincoln) 

Patricia M. Cunningham (1978) Assistant Professor of Education 

B.A., Rhode Island; M.S., Florida State; Ed.S. Indiana State; Ph.D., Georgia 

Sayeste A. Daser (1978) Assistant Professor of Business 

B.A., Middle East Tech (Ankara); M.S., Ege (Izmir); Ph.D., North Carolina (Chapel Hill) 

Deborah S. David (1975) Instructor in Physical Education 

B.S., M.A., Florida 



*Part-time 



184 

J. William Dellastatious (1975) Lecturer in Physical Education 

B.S., M.S., Missouri 

Arun P. Dewasthali (1975) Associate Professor of Business 

B.S., Bombay; M.S., Ph.D., Delaware 

John F. Dimmick (1961) Associate Professor of Biology 

B.S., M.S., Western Illinois; Ph.D., Illinois 

Ronald V. Dimockjr. (1970) Associate Professor of Biology 

B.A., New Hampshire; M.S., Florida State; Ph.D., California (Santa Barbara) 

*James H. Dodding (1979) Visiting Lecturer in Theatre 

**Joseph Dodson (1977) Visiting Lecturer in Education 

B.A., Western Carolina; M.Ed., Ed.D., Ceorgia 

**Jerome R. Dollard (1980) Adjunct Professor of Religion 

B.A.. St. Benedict's; S.T.B., Belmont Abbey; M.A., Ph.D., Catholic 

tThomas E. Dougherty Jr. (1977) Visiting Lecturer in Religion 

B.A., Wake Forest; M.Div., Ph.D., Southern Baptist Seminary 

Robert H. Dufort (1961) Professor of Psychology 

B.A., Ph.D., Duke 

Robert Allen Dyer (1956) Professor of Religion 

B.A., Louisiana State; Th.M., Ph.D., Southern Baptist Seminary 

John R. Earle (1963) Professor of Sociology 

B.A., Wake Forest; M.A., Ph.D., North Carolina (Chapel Hill) 

**C. Drew Edwards (1980) Visiting Assistant Professor of Psychology 

B.A., Furman; M.A., Wake Forest; Ph.D., Florida State 

Leo Ellison Jr. (1957) Assistant Professor of Physical Education 

B.S., M.S., Northwestern State 

Thomas M. Elmore (1962) Professor of Counseling Psychology 

B.A., Wake Forest; M.A., George Peabody; Ph.D., Ohio State 

Gerald W. Esch (1965) Professor of Biology 

B.S., Colorado College; M.S., Ph.D., Oklahoma 

Andrew V . Ettin (1977) Associate Professor of English 

B.A., Rutgers; M.A., Ph.D., Washington (St. Louis) 

Herman E. Eure (1974) Associate Professor of Biology 

B.S., Maryland State; Ph.D., Wake Forest 

David K. Evans (1966) Associate Professor of Anthropology 

B.S., Tulane; Ph.D., California (Berkeley) 

Stephen Ewing (1971) Associate Professor of Business 

B.S., Howard Payne; MB. A., Baylor; D.B.A., Texas Tech 



*Spring 1981 
**Part-time, spring 1981 
tPart-time 



185 



Associate Professor of Psychology 



Philippe R. Falkenberg (1969) 

B.A., Queen's (Ontario); Ph.D., Duke 

Doranne Fenoaltea (1977) Associate Professor of Romance Languages 

B.A., Mount Holyoke; A.M., Ph.D., Harvard 

Jack D. Fleer (1964) Professor of Politics 

B.A., Oklahoma Baptist; M.S., Florida State; Ph.D., North Carolina (Chapel Hill) 



Doyle R. Fosso (1964) 

A.B., Harvard; M.A., Michigan; Ph.D., Harvard 

Ralph S. Fraser (1962) 

B.A., Boston; M.A., Syracuse; Ph.D., Illinois 

Donald E. Frey (1972) 

B.A., Wesleyan; M.Div., Yale; Ph.D., Princeton 

*Caroline S. Fullerton (1969) 

B.A., Rollins; M.A., Texas Christian 



Charles V. Ganelin, (1980) 

A.B., Denison; M.A., Chicago 

Ivey C. Gentry (1949) 

B.S., Wake Forest; B.S., New York; M.A.. Ph.D., Duke 

J. Whitfield Gibbons (1971) 

B.S., M.A., Alabama; Ph.D., Michigan State 

Christopher Giles (1951) 

B.S.. Florida Southern; M.A., George Peabodv 

Kathleen Glenn (1974) 

B.A., M.A., Ph.D., Stanford 

Mae Jean Go (1980) 

B.A., Tennesse; M.A., Illinois 

Clifford D. Goalstone (1980) 
B.A., Ph.D., Duke 

Balkrishna Govind Gokhale (1960) 
B.A., M.A., Ph.D., Bombay 

Louis R. Goldstein (1979) 



Professor of English 

Professor of German 

Associate Professor of Economics 

Instructor in Theatre Arts 

Instructor in Romance Languages 

Professor of Mathematics 

Adjunct Associate Professor of Biology 

Assistant Professor of Music 

Associate Professor of Romance Languages 

Instructor in Speech Communication 
and Theatre Arts 

Visiting Assistant Professor of Economics 

Professor of History and Asian Studies 

Assistant Professor of Music 



B.M., Oberlin; M.F.A., California Institute of the Arts; D.M.A., Eastman 

Adjunct Professor of Biology 



Harold O. Goodman (1958) 

B.A., M.A., Ph.D., Minnesota 

Thomas F. Gossett (1967) 

B.A., M.A., Southern Methodist; Ph.D., Minnesota 

*GeorgeJ. Griffin (1948) Professor of Religion 

B.A., Wake Forest; Th.B., Southern Baptist Seminary; B.D., Yale; Ph.D., Edinburgh 



Professor of English 



^Part-time 
**On leave, spring 1981 



186 



Paul M. Gross Jr. (1959) 

B.S., Duke; Ph.D., Brown 

William H. Gullev (1966) 

B.A., M.A., Ph.D., North Carolina (Chapel Hill) 

Michael W. Haden (1980) 

B.A., Virginia; M.A., Wake Forest 

tDavid W. Hadley (1966) 

B.A., Wake Forest; A.M.. Ph.D., Harvard 

*Claire H. Hammond (1978) 
B.A., Mary Washington 

J. Daniel Hammond (1978) 

B.A., Wake Forest; Ph.D., Virginia 

Emmett Willard Hamrick (1952) 

B.A., North Carolina (Chapel Hill); Ph.D.. Duke 

Phillip J. Hamrick Jr. (1956) 

B.S., Morris Harvey; Ph.D., Duke 

Carl V. Harris (1956) 

B.A., Wake Forest; B.D., S.T.M., Yale; Ph.D., Duke 

Catherine T. Harris (1980) 

A.B., Lenoir Rhyne; M.A., Duke; Ph.D., Georgia 

*Lucille S. Harris (1957) 
B.A., B.M., Meredith 

**Negley Boyd Harte (1978) 

B.S., London School of Economics 

Ysbrand Haven (1965) 

Candidate, Doctorandus, Doctor, Rijks (Netherlands) 

Elmer K. Hayashi (1973) Associate Professor of Mathematics 

B.A., California (Davis); M.S., San Diego State; Ph.D., Illinois 

Michael D. Hazen (1974) Associate Professor of Speech Communication 

B.A., Seattle Pacific; M.A., Wake Forest; Ph.D., Kansas 

Robert A. Hedin (1980) 

B.A., Luther; M.F.A., Alaska 



Associate Professor of Chemistry 

Associate Professor of Sociology 

Instructor in Mathematics 

Associate Professor of History 

Instructor in Economics 

Assistant Professor of Economics 

Professor of Religion 

Professor of Chemistry 

Professor of Classical Languages 

Assistant Professor of Sociology 

Instructor in Music 



Lecturer in History 
(London) 

Professor of Physics 



Roger A. Hegstrom (1969) 

B.A., St. Olaf; A.M., Ph.D., Harvard 

Robert M. Helm (1940) 

B.A., Wake Forest; M.A., Ph.D.. Duke 

J. Edwin Hendricks (1961) 

B.A., Furman; M.A., Ph.D., Virginia 



Visiting Lecturer in English 

Professor of Chemistiy 

Professor of Philosophy 

Professor of History 



fOn leave, spring 1981 
*P art-time 
**P art-time, fall 1980 



187 



David R. Herron (1980) Instructor in Politics 

B.A., Maryland (Baltimore County); M.A., Northern Illinois 

Marcus B. Hester (1963) Professor of Philosophy 

B.A., Wake Forest; Ph.D., Vanderbilt 

*S. Hugh High (1978) Visiting Assistant Professor of Economics 

A.B., Texas Christian; Ph.D., Duke 

David Allen Hills (1960) Associate Professor of Psychology 

B.A., Kansas; M.A., Ph.D., Iowa 

Willie L. Hinze (1975) Associate Professor of Chemistiy 

B.S., M.A., Sam Houston State; Ph.D., Texas A & M 

Fred L. Horton Jr. (1970) Associate Professor of Religion 

B.A., North Carolina (Chapel Hill); B.D., Union Seminary; Ph.D., Duke 

William L. Hottinger (1970) Professor of Physical Education 

B.S., Slippery Rock; M.S., Ph.D., Illinois 

Fredric T. Howard (1966) Professor of Mathematics 

B.A., M.A., Vanderbilt; Ph.D., Duke 

Sarah Hutslar (1977) Visiting Assistant Professor of Physical Education 

B.S., Ohio State; M.Ed.. Miami; Ph.D., Ohio State 

Delmer P. Hylton (1949) Professor of Accountancy 

B.S., MB. A., Indiana; C.P.A., Indiana 

♦Charles F. Jackels (1977) Assistant Professor of Chemistiy 

B. Chem., Minnesota; Ph.D., Washington 

*Susan C. Jackels (1977) Assistant Professor of Chemistry 

B.A., Carleton; Ph.D., Washington 

Mordecai J. Jaffe (1980) Babcock Professor of Botany 

B.S., C.C.N.Y.; Ph.D., Cornell 

David E. Janney (1980) Assistant Professor of Military Science 

B.S., University of Tennessee (Knoxville) 

♦Elizabeth L. James (1980) Instructor in Anthropology 

B.A., North Carolina State; M.A., Delaware 

Patricia Adams Johnson (1969) Instructor in English 

B.A., Winston-Salem State; M.A., Wake Forest 

W. Dillon Johnston (1973) Associate Professor oj English 

B.A., Vanderbilt; M.A., Columbia; Ph.D., Virginia 

Richard R.M. Jones (1980) Assistant Professor of Chemistiy 

B.S., Tennessee; Ph.D., California Institute of Technology 

Victor Kamendrovvsky (1980) Instructor in History 

B.A., M.A., San Francisco State 



*P art-time 



188 

Jay R. Kaplan (1981) Adjunct Assistant Professor of Anthropology 

B.A., Swarthmore; M.A., Ph.D., Northwestern 

Paul H.D. Kaplan (1980) Instructor in Art 

B.A., Hampshire; M.A., Boston 

Alonzo W. Kenion (1956) Professor of English 

B.A., M.A., Ph.D., Duke 

Ralph C. Kennedy III (1976) Assistant Professor of Philosophy 

B.A., Ph.D., California (Berkeley) 

William C. Kerr (1970) Associate Professor of Physics 

B.S., Wooster; Ph.D., Cornell 

Harry L. King Jr. (1960) Professor of Romance Languages 

B.A., Richmond; M.A., Ph.D.. North Carolina (Chapel Hill) 

Ellen E. Kirkman (1975) Assistant Professor of Mathematics 

B.A., Wooster; M.A.. M.S., Ph.D., Michigan State 

Lee G. Knight (1979) Instructor in Accountancy 

B.S., Western Kentucky; M.A., Alabama 

**Raymond A. Knight (1981) Instructor in Business and Accountancy 

B.S., Houston; M.A., Alabama 

tRobert Knott (1975) Associate Professor of Art 

B.A., Stanford; M.A., Illinois; Ph.D., Pennsylvania 

Raymond E. Kuhn (1968) Professor of Biology 

B.S., Carson-Newman; Ph.D., Tennessee 

ttjames Kuzmanovich (1972) Associate Professor of Mathematics 

B.S., Rose Polytechnic; Ph.D., Wisconsin 

Hugo C. Lane (1973) Assistant Professor of Biology 

Licenciate of the Biological Sciences, Doctorate of the Biological Sciences, Geneva 

ttBrian Legakis (1974) Assistant Professor of Art 

B.A., California (Davis); M.A., Ph.D., Chicago 

Annette LeSiege (1975) Assistant Professor of Music 

B.A., M.A., San Jose State; Ph.D., Eastman 

David B. Levy (1976) Assistant Professor of Musk 

B.M., M.A., Ph.D., Eastman 

Charles M. Lewis (1968) Associate Professor of Philosophy 

B.A., Wake Forest; Ph.D., Vanderbilt; Th.M., Harvard 

Robert H. Lewis (1979) Assistant Professor of Military Science 

B.S., North Carolina A & T 

John H. Litcher (1973) Associate Professor of Education 

B.S., Winona State; M.A.. Ph.D., Minnesota 



**Part-timt>, spring 1981 
tOn leave, spring 1981 
ttOn leave, 1980-81 



189 



Allan D. Louden (1977) Instructor in Speech Communication 

B.A., Montana State; M.A., Montana 

Robert W. Lovett (1962, 1968) Associate Professor of English 

B.A., Oglethorpe; MAT., Ph.D.. Emory 

Bruce D. MacQueen (1980) Visiting Assistant Professor 

B.A., Oklahoma; M.A., California (Santa Barbara); of Classical Languages 

Ph.D. Iowa 

Nancy Magruder ( 1 980) Instructor in Education 

B.S., Maryland (College Park); M.A., George Peabody 

Sam T. Manoogian (1977) Adjunct Instructor in Psychology 

B.A., Duke; M.A., Wake Forest; Ph.D., St. Louis 

Milorad R. Margitic (1978) Associate Professor of Romance Languages 

M.A., Leiden (Netherlands); Ph.D., Wayne State 

Gregorio C. Martin (1976) Associate Professor of Romance Languages 

Diplome, Salamanca (Spain); M.A., Ph.D., Pittsburgh 

George Eric Matthews Jr. (1979) Assistant Professor of Physics 

B.S., Ph.D., North Carolina (Chapel Hill) 

E. Lee May (1980) Visiting Associate Professor 

B.S., Wake Forest; Ph.D., Emory of Mathematics 

J. Gavlord May (1961) Professor of Mathematics 

B.S., Wofford; M.A., Ph.D., Virginia 

*Jo Whitten May (1972) Visiting Assistant Professor of 

B.S., Virginia; M.A., Ph.D., North Carolina (Greensboro) Speech Communication 

W. Graham May (1961) Professor of Mathematics 

B.S., Wofford; M.A., Ph.D., Virginia 

**Donna Mayer-Martin (1976) Instructor in Music 

B.M., St. Mary (Kansas); M.M.. Cincinnati 

Jasper L. McBride (1980) Assistant Professor of Military Science 

B.S., Virginia Polytechnic Institute and State 

James C. McDonald (1960) Professor of Biology 

B.A., Washington (St. Louis); M.A., Ph.D., Missouri 

James G. McDowell (1965) Associate Professor of History 

B.A., Colgate; Ph.D., Johns Hopkins 

tGail G. McNeill (1981) Instructor in Romance Languages 

B.A., Millsaps; M.A., North Carolina (Chapel Hill) 

Dolly A. McPherson (1974) Lecturer in English 

B.A.. Southern; M.A., Boston 

Ruth M. Mesavage (1979) Visiting Assistant Professor 

B.S., Julliard; M.A., Hunter; Ph.D., Yale of Romance Languages 



* Part-time 

**On leave. 1980-81 
f Part-time, spring 1981 



190 

Harry B. Miller (1947) Professor of Chemistry 

B.S., Ph.D., North Carolina (Chapel Hill) 

Joseph O. Milner (1969) Associate Professor of Education 

B.A., Davidson; M.A., Ph.D., North Carolina (Chapel Hill) 

Carlton T. Mitchell (1961) Professor of Religion 

B.A., Wake Forest; B.D., Yale; S.T.M., Union Seminary; Ph.D., New York 

John V. Mochnick (1976) Assistant Professor of Music 

B.M., Heidelberg; MM., Indiana; D.M.A., Cincinnati 

John C. Moorhouse (1969) Professor of Economics 

B.A., Wabash; Ph.D., Northwestern 

Carl C. Moses (1964) Associate Professor of Politics 

A.B., William and Mary; M.A., Ph.D., North Carolina (Chapel Hill) 

* William M. Moss (1971) Associate Professor of English 

B.A., Davidson; Ph.D., North Carolina (Chapel Hill) 

Thomas E. Mullen (1957) Professor of History 

B.A., Rollins; M.A., Ph.D., Emory 

Candelas M. Newton (1978) Visiting Assistant Professor 

B.A., Salamanca (Spain); M.A., Ph.D., Pittsburgh of Romance Languages 

**Linda N. Nielsen (1974) Assistant Professor of Education 

B.A., Stetson; M.S., Ed.D., Tennessee 

Ronald E. Noftle (1967) Professor of Chemistry 

B.S., New Hampshire; Ph.D., Washington 

John W. Nowell (1945) Professor of Chemistry 

B.S., Wake Forest; Ph.D., North Carolina (Chapel Hill) 

James C. O'Flaherty (1947) Professor of German 

B.A., Georgetown College; M.A., Kentucky; Ph.D., Chicago 

A. Thomas Olive (1961) Associate Professor of Biology 

B.S., Wake Forest; M.A., Ph.D., North Carolina State 

Gillian Rose Overing (1979) Visiting Assistant Professor of English 

B.A., Lancaster (England); M.A., Ph.D.. S.U.N.Y. (Buffalo) 

Jeanne Owen (1956) Professor of Business Law 

B.S., North Carolina (Greensboro); M.C.S., Indiana; J. D., North Carolina (Chapel Hill) 

John E. Parker Jr. (1950) Professor of Education and Romance Languages 

B.A., Wake Forest; M.A., Ph.D., Syracuse 

Willie Pearson Jr. (1980) Assistant Professor of Sociology 

B.A., Wiley; M.A., Atlanta; Ph.D., Southern Illinois (Carbondale) 

Philip J. Perricone (1967) Associate Professor of Sociology 

B.S., M.A., Florida; Ph.D., Kentucky 



*On leave, spring 1981 
**On leave, 1980-81 



191 



Professor of History 



Percival Perry (1939, 1947) 

B.A., Wake Forest; M.A., Rutgers; Ph.D., Duke 

Elizabeth Phillips (1957) Professor of English 

B.A., North Carolina (Greensboro); M.A., Iowa; Ph.D., Pennsylvania 



*Terisio Pignatti (1971) 
Ph.D., Padua 

Andrew W. Polk III (1977) 

B.F.A., Memphis State; M.F.A., Indiana 

Lee Harris Potter (1965) 

B.A., M.A., Ph.D., North Carolina (Chapel Hill) 



Visiting Professor of Art History 
(Venice) 

Instructor in Art 
Professor of English 
Professor of Education 



Herman J. Preseren (1953) 

B.S., California State (Pennsylvania); M.A., Columbia; 
Ph.D., North Carolina (Chapel Hill) 

Gregory D. Pritchard (1968) Professor of Philosophy 

B.A., Oklahoma Baptist; B.D., Southern Baptist Seminary; Ph.D., Columbia 

Teresa Radomski (1977) Instructor in Music 

B.M., Eastman; M.M., Colorado 

J. Don Reeves (1967) Professor of Education 

B.A., Mercer; B.D., Th.M., Southern Baptist Seminary; Ed.D., Columbia 



Associate Professor of Politics 



Jon M. Reinhardt (1964) 

B.A., Birmingham-Southern; M.A., Ph.D., Tulane 

Walter J. Rejeski Jr. (1978) Assistant Professor of Physical Education 

B.S., Norwich; M.A., Ph.D., Connecticut 



Mark Rigney Reynolds (1979) 

B.A., William and Mary; M.A., Exeter (England) 

Paul M. Ribisl (1973) 

B.S., Pittsburgh; M.A., Kent State; Ph.D., Illinois 

C. H. Richards Jr. (1952) 

B.A., Texas Christian; M.A., Ph.D., Duke 

Stephen H. Richardson (1963) 

B.A., California; M.S., Ph.D., Southern California 

Charles L. Richman (1968) 

B.A., Virginia; M.A., Yeshiva; Ph.D., Cincinnati 

Stephen P. Richters (1979) 

B.S., Vassar; M.S., Brown 

Leonard P. Roberge (1974) 

B.A., New Hampshire; M.A., Atlanta; Ed.D., Maine 

Mary Frances Robinson (1952) 

B.A., Wilson; M.A., Ph.D., Syracuse 



Instructor in English 

Professor of Physical Education 

Professor of Politics 

Adjunct Professor of Biology 

Professor of Psychology 

Instructor in Mathematics 

Assistant Professor of Education 

Professor of Romance Languages 



* Part-time 



192 

Eva Marie Rodtwitt (1966) Lecturer in Romance Languages 

Can. Philol., Oslo (Norway) 

*Nancy E. Rogers-Zegarra (1980) Instructor in Education 

B.A., California (Berkeley); M.A., California (Riverside) 

**Michael Roman (1973) Assistant Professor of English 

A.B., Harvard; M.A., Ph.D., Pennsylvania 

Wilmer D. Sanders (1954, 1964) Associate Professor of German 

B.A., Muhlenberg; M.A., Ph.D., Indiana 

John W. Sawyer (1956) Professor of Mathematics 

B.A., M.A., Wake Forest; M.A., Ph.D., Missouri 

*Corinne M. Schillin (1979) Visiting Lecturer in Education 

B.M. Ed., Toronto; M.M. Ed., Indiana (Bloomington) 

Donald O. Schoonmaker (1965) Associate Professor of Politics 

B.A., Wake Forest; M.A., Ph.D., Princeton 

*Marianne A. Schubert (1979) Lecturer in Education 

B.A., Dayton; M.A., Ph.D., Southern Illinois 

**Richard D. Sears (1964) Associate Professor of Politics 

B.A., Clark; M.A., Ph.D.. Indiana 

Ben M. Seelbinder (1959) Professor of Mathematics 

B.A., Mississippi Delta State; M.A.. Ph.D., North Carolina (Chapel Hill) 

Dorothy Jean Carter Seeman (1976) Visiting Assistant Professor of Psychology 

B.A., Wake Forest; B.S., Ph.D., Georgia 

Timothy F. Sellner (1970) Associate Professor of German 

B.A., Michigan; M.A., Wayne State; Ph.D., Michigan 

Bvnum G. Shaw (1965) Lecturer in Journalism 

B.A., Wake Forest 

Curtis L. Shelton (1981) Assistant Professor of Military Science 

B.S., East Tennessee State 

Howard W. Shields (1958) Professor of Physics 

B.S., North Carolina (Chapel Hill); M.S., Pennsylvania State; Ph.D., Duke 

Susan Grace Shillinglaw (1977) Instructor in English 

B.A., Cornell (Iowa); M.A.. North Carolina (Chapel Hill) 

Franklin R. Shirley (1948) Professor of Speech Communication 

B.A.. Georgetown; M.A., Columbia; Ph.D., Florida 

Richard L. Shoemaker (1950) Professor of Romance Languages 

B.A., Colgate; M.A., Syracuse; Ph.D., Virginia 

Robert N. Shorter (1958) Professor of English 

B.A., Union College; M.A., Ph.D., Duke 



*P art-time 
**On leave, 1980S I 



Michael L. Sinclair (1968) 

B.A., Wake Forest; A.M., Ph.D., Stanford 

David L. Smilev (1950) 

B.A., M.A., Baylor; Ph.D., Wisconsin 

J. Howell Smith (1965) 

B.A., Baylor; M.A., Tulane; Ph.D., Wisconsin 

Margaret Supplee Smith (1979) 

B.S., Missouri; M.A., Case Western Reserve; Ph.D., Brown 

Cecelia H. Solano (1977) 

B.A., Radcliffe; M.A., Ph.D., Johns Hopkins 

Blanche C. Speer (1972) 

B.A., Howard Payne; M.A., Ph.D., Colorado 

*Chris Stanley (1978) 

B.A., M.A., Bristol (Great Britian) 

*John Steele (1980) 

B.A., M.F.A., Humboldt State 

**James A. Steintrager (1969) 

B.A., Notre Dame; M.A., Ph.D., Chicago 

Henry Smith Stroupe (1937) 

B.S., M.A., Wake Forest; Ph.D., Duke 

David A. Stump (1977) 

B.A., Trinity (Texas); M.A., Ph.D., Houston 

♦Anna- Vera Sullam (1972) 
B.A., Padua 



193 

Associate Professor of History 

Professor of History 

Associate Professor of History 

Associate Professor of Art 

Assistant Professor of Psychology 

Associate Professor of Linguistics 

Lecturer in Theatre Arts (London) 

Lecturer in Speech Communication 
and Theatre Arts 

Professor of Politics 

Professor of History 

Adjunct Instructor in Psychology 

Instructor in Romance Languages 
(Venice) 



Robert L. Sullivan (1962) 

B.A., Delaware; M.S., Ph.D., North Carolina State 



Professor of Biology 



Charles H. Talbert (1963) Professor of Religion 

B.A., Howard; B.D., Southern Baptist Seminary; Ph.D., Vanderbilt 

Thomas C. Taylor (1971) Associate Professor of Accountancy 

B.S..M.A., North Carolina (Chapel Hill); Ph.D., Louisiana Stae; C.P.A., North Carolina 



Professor of Theatre Arts 



Harold C. Tedford (1965) 

B.A., Ouachita; M.A., Arkansas; Ph.D., Louisiana State 

Stanton K. Tefft (1964) Professor of Anthropology 

B.A., Michigan State; M.S., Wisconsin; Ph.D., Minnesota 

**01ive S. Thomas (1978) Instructor in Business 

B.S., Wake Forest; M.B.A., North Carolina (Greensboro); C.P.A., North Carolina 

Anne S. Tillett (1956, 1960) Professor of Romance Languages 

B.A., Carson-Newman; M.A., Vanderbilt; Ph.D., Northwestern 



*Part-time 
**On leave, spring 1981 



194 



Lowell R. Tillett (1956) Professor of History 

B.A., Carson-Newman; M.A., Columbia; Ph.D.. North Carolina (Chapel Hill) 

**Richard I. Tirrell (1977) Visiting Lecturer in Education 

B.S., Purdue; M.S.. Kansas State 

Ralph B. Tower (1980) Assistant Professor of Accountancy 

B.A., Ph.D., North Carolina (Chapel Hill); M.B.A.. Cornell 

tSylvia Trelles (1977) Instructor in Romance Languages 

B.A., Ripon; M.A., Michigan 

Robert W. Ulervjr. (1971) Associate Professor of Classical Languages 

B.A., M.A..' Ph.D., Vale 

ttRobert L. Utley Jr. (1978) Visiting Assistant Professor of Politics 

B.A.. Wake Forest; M.A., Ph.D., Duke 

Marcellus E. Waddill (1962) Professor of Mathematics 

B.A.. Hampden-Sydney; M.A.. Ph.D.. Pittsburgh 

J. Van Wagstaff (1964) Professor of Economics 

B.A.. Randolph-Macon; MB. A.. Rutgers; Ph.D., Virgina 

William D. Waller (1978) Assistant Professor of Military Science 

B.B.A., Campbell; M.S. Troy State 

James D. Walter (1978) Visiting Assistant Professor of Sociology 

B.A., Kent State; M.A.. Indiana; Ph.D.. Ohio State 

Anderson H. Walters (1975) Professor of Military Science 

B.S., United States Military Academy; M.S., Ohio State 

David E. Walters (1978) Assistant Professor of Military Science 

B.S. Flordia State 

*Mary R. Wavne (1980) Lecturer in Speech Communications and 

B.F.A., Pennsylvania State; M.F.A., Ohio State Theatre Arts 

David S. Weaver (1977) Assistant Professor of Anthropology 

B.A., M.A., Arizona; Ph.D., New Mexico 

Peter D. Weigl (1968) Professor of Biology 

B.A., Williams; Ph.D., Duke 

Larry E. West (1969) Associate Professor of German 

B.A.. Berea; Ph.D., Vanderbilt 

*Frank H. Whitchurch (1977) Instructor in Romance Languages 

B.S., M.A., Minnesota; M.A., Ohio State 

tttHoward L. White (1980) Visiting Assistant Professor of Chemistry 

B.S., Ph.D., McGill 

t Alan J. Williams (1974) Associate Professor of History 

B.A. Stanford. Ph.D., Yale 



t Part-time 
**Part-time. fall 1980 

tOn leave, 1980-81 
ttPart-time, spring 1981 
fit Fall 1980 



195 

George P. Williams (1958) Professor of Physics 

B.S., Richmond; M.S.. Ph.D., North Carolina (Chapel Hill) 

John E. Williams (1959) Professor of Psychology 

B.A., Richmond; M.A., Ph.D., Iowa 

Edwin Graves Wilson (1946, 1951) Professor of English 

B.A., Wake Forest; A.M.. Ph.D., Harvard 

William A. Wilson (1977) Visiting Assistant Professor of English 

B.A., M.A., Ph.D., Virginia 

Donald H. Wolfe (1968) Associate Professor of Theatre Arts 

B.S., M.S., Southern Illinois; Ph.D., Cornell 

Frank B. Wood (1971) Adjunct Assistant Professor of Psychology 

B.A., M.A., Wake Forest; M.Div., Southeastern Baptist Seminary; Ph.D., Duke 

ttRalph C. Wood Jr. (1971) Associate Professor of Religion 

B.A., M.A., East Texas State; M.A., Ph.D., Chicago 

J. Ned Woodall (1969) Associate Professor of Anthropology 

B.A.. M.A., Texas; Ph.D., Southern Methodist 

John D. Wray (1978) Assistant Professor of Military Science 

B.S., Marian 

Raymond L. Wyatt (1956) Professor of Biology 

B.S., Wake Forest; M.A., Ph.D.. North Carolina (Chapel Hill) 

Michael L. Wyzan (1979) Assistant Professor of Economics 

A.B., Miami (Ohio); Ph.D., North Carolina (Chapel Hill) 

W. Buck Yearns Jr. (1945) Professor of History 

B.A., Duke; M.A., Georgia; Ph.D., North Carolina (Capel Hill) 

Alice H. Zigelis (1977) Instructor in Classical Languages 

B.A.. Smith 

Richard L. Zuber (1962) Professor of History 

B.S., Appalachian; M.A., Emory; Ph.D., Duke 



ttOn leave, fall 1980 



196 

Emeriti 

Dates following names indicate period of serxnce. 

Harold M. Barrow (1948—1977) Professor Emeritus of Physical Education 

B.A., Westminster; M.A., Missouri; P.E.D., Indiana 

Dalma Adolph Brown (1941-1973) Professor Emeritus of English 

B.A., M.A., North Carolina (Chapel Hill) 

Ruth F. Campbell (1962-1974) Professor Emerita of Spanish 

B.A., North Carolina (Greensboro); M.A., North Carolina (Chapel Hill); Ph.D., Duke 

Marjorie Crisp (1947—1977) Associate Professor Emerita 

B.S.. Appalachian; M.A.. George Peabodv of Physical Education 

Ethel T. Crittenden (1915-1946) Librarian Emerita 

Hugh William Divine (1954—1979) Professor Emeritus of Law 

B.S., Georgia; M.A., Louisiana State; J. D., Emory; LL.M., S.J.D., Michigan 

Cronje B. Earp (1940—1971) Professor Emertius of Classical Languages 

B.A., Wake Forest; M.A., Ph.D., Columbia 

J. Allen Easley (1928—1963) Professor Emeritus of Religion 

B.A., Furman; Th.M., Southeastern Baptist Seminary; D.D., Furman 

Walter S. Flory (1963-1980) Babcock Professor Emeritus of Botany 

B.A., Bridgewater; M.A., Ph.D., Virginia; Sc.D., Bridgewater 

Edgar Estes Folk (1936—1967) Professor Emeritus of English 

B.A., Wake Forest; M.S., Columbia; Ph.D., George Peabody 

Ralph Cyrus Heath (1954—1969) Professor of Marketing 

B.A., Princeton; MB. A., DBA., Indiana 

Owen F. Herring (1946-1963) Professor Emeritus of Religion 

B.A., M.A., Wake Forest; Th.M., Th.D., Southeastern Baptish Seminary; 
D.D., Georgetown 

Lois Johnson (1942-1962) Dean of Women Emerita 

B.A., Meredith; M.A., North Carolina (Chapel Hill) 

Robert E. Lee (1946—1977) Professor Emeritus of Law and 

B.S., LL.B., Wake Forest; M.A., Columbia; Dean Emeritus of the School of Law 

LL.M., S.J.D., Duke 

Jasper L. Memory Jr. (1929—1971) Professor Emeritus of Education 

B.A., Wake Forest; M.A., Columbia 

Harold Dawes Parcell (1935-1970) Professor Emeritus of Romance Languages 

B.A., North Carolina (Chapel Hill); A.M., Ph.D., Harvard 

Clarence H. Patrick (1946—1978) Professor Emeritus of Sociology 

B.A., Wake Forest; B.D., Andover Newton; Ph.D., Duke 

Grady S. Patterson (1924—1972) Registrar Emeritus 

B.A., Wake Forest 

Beulah L. Raynor (1946—1979) Associate Professor Emerita of English 

B.A., East Carolina; M.A., Wake Forest 



197 



Albert C. Reid (1917-18; 1920-1965) 

B.A., M.A., Wake Forest; Ph.D., Cornell 



Professor Emeritus oj Philosophy 



Paul S. Robinson (1952-1977) Professor Emeritus of Music 

B.A., Westminster; B.M., Curtis; M.S.M., D.S.M., Union Seminary 

Harold Wayland Tribble (1950—1967) President Emeritus 

B.A., Richmond; Th.M., Th.D., Southern Baptist Seminary; M.A.. Louisville; Ph.D., 
Edinburgh; D.D. Stetson; LL.D., Union, Wake Forest, Richmond, Duke, North Carolina 
(Chapel Hill) 



Carroll W. Weathers (1950-1972) 
B.A., LL.B., Wake Forest 

David Welker (1969-1980) 

B.A., M.A., Illinois; Ph.D., Minnesota 

Carlton P. West (1928-1975) 



Professor Emeritus oj Law and 
Dean Emeritus of the School of Law 

Professor Emeritus of Theatre Arts 



Librarian Emeritus 



B.A., Boston; M.A., Yale; B.A., in L.S., North Carolina (Chapel Hill 




Provost and Professor of English Edwin G. Wilson talks with students. 



198 



The Committees of the Faculty 

September 1, 1981 

The terms of members, except where otherwise shown, expire on August 31 of the 
year indicated. Each committee selects its own chairman except where the chairman 
is designated. All members of a committee vote except as otherwise indicated. 

EXECUTIVE COMMITTEES 

The Committee on Academic Affairs 

Non-voting. Dean of Men, Dean of Women, Associate Dean, Assistant Dean, and one 
student in the College. Voting. Dean of the College; 1984 John R. Earle, W. Graham 
May; 1983 Shasta M. Bryant, John H. Litcher; 1982 John William Angell, Kathleen 
Glenn, and one student in the College. 

The Committee on Admissions 

Non-voting. Director of Admissions and Financial Aid, Associate Dean of the College, 
Dean of Women, and one student in the College. \'oting. Dean of the College; 1984 
Carl V. Harris, J. Edwin Hendricks; 1983 Nancy J. Cotton, Charles L. Richman; 1982 
James Kuzmanovich, Ralph C. Wood Jr., and one student in the College. 

The Committee on Scholarships and Student Aid 

Non-voting. One student in the College. Voting. Dean of the College, Director of 
Admissions and Financial Aid, Dean of Women, Associate Dean; 1984 Andrew V. 
Ettin, Willie L. Hinze; 1983 Deborah L. Best, Jon M. Reinhardt; 1982 Ronald V. 
Dimock Jr., Carl C. Moses, and one student in the College. 

The Committee on Curriculum 

Provost, Dean of the College, Registrar, and the chairman of each department of the 
College as follows: Division I. Art. Classical Languages, English, German, Music. 
Romance Languages, Speech Communication and Theatre Arts. Division II. Biology, 
Chemistry, Mathematics, Phvsical Education. Physics. Division III. Education. His- 
tory, Military Science, Philosophy, Religion; Division IV. Anthropology, Business and 
Accountancy, Economics, Politics, Psychology, Sociology. 

ADVISORY COMMITTEES 

The Committee on Academic Planning 

Non-voting. Provost and one student in the College. Voting. Dean of the College, 
Director of Libraries; 1985 Fred L. Horton Jr., Richard D. Sears; 1984 Ellen E. 
Kirkman, David B. Lew; 1983 James P. Barefield. John C. Moorhouse: 1982 Eli- 
zabeth Phillips, H. Wallace Baird, and one student in the College. 



199 



The Committee on Athletics 

Non-voting. Director of Athletics. Voting. Vice President and Treasurer, Dean of the 
College, faculty representative to the Atlantic Coast Conference; 1986 Thomas F. 
Gossett, Ralph C. Wood Jr.; 1985 Donald E. Frey, Donald O. Schoonmaker; 1984 
Marcus B. Hester, J. Don Reeves; 1983 Ivey C. Gentry, Jeanne Owen; 1982 John 
William Angell, David K. Evans. 

The Committee on Institutional Planning 

Non-voting. Vice President and Treasurer, and one student in the College. Voting. 
Dean of the College; 1985 Robert C. Beck, Charles M. Lewis; 1984 James C. 
McDonald, William M. Moss; 1983 James G. McDowell, J. Van Wagstaff; 1982 
Charles M. Allen, Lee Harris Potter, and one student in the College. 

The Committee on Nominations 

Voting. 1984 James A. Steintrager, Anne S. Tillett; 1983 John L. Andronica, Ronald 
E. Noftle; 1982 David W. Catron, Gregory D. Pritchard. 

The Committee on Library Planning 

Non-voting. Provost, Dean of the Graduate School, one faculty representative from 
the Committee on Academic Planning, and one student in the College. Voting. One 
faculty member from each department in the College, Dean of the College, Director 
of Libraries, and one student in the College. 

SPECIAL COMMITTEES 

The Committee on Publications 

Dean of the College, Vice President and Treasurer, Director of Communications, the 
three faculty advisers of Old Gold and Blac h, The Student, and The Howler; 1984 Richard 
L. Shoemaker; 1983 W. Buck Yearns Jr.; 1982 Charles M. Lewis. 

The Committee for Teacher Education 

Dean of the College, Dean of the Graduate School, Chairman of the Department of 
Education; 1984 John E. Collins, Gregorio C. Martin; 1983 John V. Baxley, Richard 
D. Sears; 1982 Carl V. Harris, Charles L. Richman. 

The Committee for the ROTC 

Dean of the College; the ROTC Coordinator, the Professor of Military Science; 1984 
Philippe R. Falkenberg; 1983 Thomas C. Taylor; 1982 Leon P. Cook Jr. 

The Committee on Honors 

Non-voting. One student in the College. Voting, Dean of the College, the Coordinator 
of the Honors Program; 1985 John A. Carter Jr.; 1984 J. Howell Smith; 1983 James 
Kuzmanovich; 1982 J. Ned Woodall, and one student in the College. 



200 



The Committee of Lower Division Advisers (1980-81) 

Dean of the College; Chairman of the Lower Division Advisers (Robert VV. Brehme); 
Brian M. Austin, James P. Barefield, David B. Broyles, Richard D. Carmichael, John 
E. Oollins, Gary A. Cook, Nancy J. Cotton, Cyclone Covey, Deborah S. David, John F. 
Dimmick, Leo Ellison Jr., Herman E. Eure, Philippe R. Falkenberg, |ack D. Fleer, 
Donald E. Frey, Kathleen Glenn, Thomas F. Gossett, Paul M. Gross, Carl V. Harris, 
Elmer K. Hayashi, N. Rick Heatley, Marcus B. Hester, David A. Hills, Willie Lee 
Hinze, Fred L. Horton Jr., Patricia A. Johnson, Ralph C. Kennedy III, Ellen E. 
Kirkman, Lula M. Leake, Charles M. Lewis, W. Graham May, James G. McDowell, 
Carlton T. Mitchell, Carl C. Moses, A. Thomas Olive, Roger Pearman, Gregory D. 
Pritchard, Eva Marie Rodtwitt, Ben M. Seelbinder, Timothy F. Sellner, Michael L. 
Sinclair, J. Howell Smith, Cecelia H. Solano, Robert L. Sullivan, Anne S. Tillett, 
Robert W. Ulery Jr., Marcellus E. Waddill, James D. Walter. David S. Weaver, Peter 
D. Weigl, Larry E. West, Ralph C. Wood Jr., Raymond L. Wyatt. Open Curriculum: 
John L. Andronica, J. Ned Woodall. Director of Peer Advisors Program: David W. 
Catron. 

The Committee on Orientation 

Dean of the College, Chairman of the Lower Division Advisers, Dean of Men, Dean 
of Women, President of the Student Government or his or her representative, and 
other persons from the administration and student body invited by the chairman. 

The Committee on Records and Information 

Non-voting. The Registrar. Voting. Dean of the College, Archivist, Vice President of 
the Faculty, Secretary of the Faculty, 1984 Robert H. Dufort, 1983 Raymond L. 
Wyatt, 1982 Cvclone Covey. 

The Committee on Open Curriculum 

Dean of the College; 1985 Jeanne Owen, Larry E. West; 1984 Fred L. Horton Jr., 
Fredric T. Howard; 1983 John L. Andronica, J. Ned Woodall; 1982 David W. 
Hadley, William C. Kerr. 



JOINT FACULTY/ADMINISTRATION COMMITTEES 

The Joint Admissions Committee 

Dean of the College, Director of Admissions and Financial Aid, Provost, Nancy J. 
Cotton, John W. Nowell, Charles H. Talbert. 

The Judicial Council 

Administration. Toby A. Hale, Patricia A. Johnson. Faculty. Fred L. Horton Jr. .Jeanne 
Owen, Blanche C. Speer, Marcellus E. Waddill. George P. Williams; two students in 
the College. Faculty Alternates. Richard C. Barnett, Carlton T. Mitchell. Administrative 
Alternate. Ben M. Seelbinder; and one student alternate. 



201 



The Committee on Student Life 

Dean of the College or his designate, Dean of Women, Dean of Men; 1984 Michael D. 
Hazen; 1983 Brian M. Austin; 1982 William H. Gulley. and three students in the 
College. 

OTHER FACULTY ASSIGNMENTS 

Faculty Advisers to the Honor Council 

1983 Nancy J. Cotton, 1982 Gregory D. Pritchard. 1981 Robert N. Shorter. 

Faculty Advisers to Student Judicial Board 

1983 David B. Broyles, 1982 Ralph C. Kennedy III, 1981 Stephen Ewing. 

Faculty Marshals 

Carlton T. Mitchell, John E. Parker Jr., Mary Frances Robinson 

University Senate 

President, Provost, Vice-President for Health Affairs, Vice-President and Treasurer, 
Dean of the College, Dean of the School of Business and Accountancy, Dean of the 
Graduate School, Dean of the School of Law, Dean of the Babcock Graduate School 
of Management, Dean of the Bowman Gray School of Medicine, Director of Librar- 
ies, and the following: 

Representatives of the College: 1985 Jack D. Fleer, Donald H. Wolfe; 1984 Ralph S. 
Fraser, Robert M. Helm; 1983 Bynum G. Shaw, Charles H. Talbert; 1982 Alonzo W. 
Kenion, James C. OTlaherty. 

Representatives of the School of Business and Accountancy: 1985 Arun P. Dewasthali; 1983 
Stephen Ewing. 

Representatives of the Graduate School: 1985 Ronald V. Dimock; 1984 Percival Perry; 
1983 Howard W. Shields; 1982 Carol C. Cunningham. 

Representatives of the School of Law: 1985 Richard G. Bell; 1983 Joel S. Newman. 

Representatives of the Babcock Graduate School of Management: 1985James M. Clapper; 
1983 Thomas A. GoHo. 

Representatives of the Bowman Gray School of Medicine: 1985 Robert W. Prichard; 1984 
Timothy C. Pennell; 1983 C. Douglas Maynard; 1982 Eben Alexander. 

OTHER COMMITTEES 

Equal Opportunity Advisory Committee 

Albert Anderson, Lori Bailev, Bernard Beatty, Ronald Boston, Dorothy Casey, 
Edgar D. Christman, Thomas B. Clarkson, Robert A. Diseker, Herman E. Eure, 
Harriett Faulkner, James L. Ferrell, Mildred Garris, Joe Gordon, Ross A. Griffith, 



202 



Christine Johnson, Claire L. Jurkowski, Norman N. Klase, Annette LeSiege, Judith 
L. Milsap, Thomas E. Mullen, Larry L. Palmer, Meyressa H. Schoonmaker, Nat E. 
Smith, Henry S. Stroupe. 



University Grievance Committee 

College. 1986 Robert W. Lovett, Leo Ellison Jr. (alternate); Graduate School. 1984 
Richard W. St. Clair, David W. Catron (alternate); School of Law. 1985 Charles P. Rose 
Jr., James E. Bond (alternate); Babcock Graduate School of Management. 1983 Melvin J. 
Steckler, Robert N. White (alternate). Bowman Gray School of Medicine. 1982 Timothy 
C. Pennell, Walter J. Bo (alternate). 




Thomas E. Mullen. Dean of the College 



203 



Index 



Academic Awards, 23 

Academic Calendar, 33 

Accountancy, 73 

Accreditation, 10 

Administration, 175 

Admission Deposit, 29. 31 

Admission Requirements, 28 

Advanced Placement, 29 

Advising, 33 

Anthropology, 62 

Application for Admission, 28 

Applied Music Fees, 31 

Art, 66 

Art History, 66 

Artists Series, 25 

Asian Studies, 70 

Athletic Awards, 24 

Athletic Scholarships, 24 

Athletics, 24 

Attendance Requirements, 34 

Auditing, 34 

Babcock Graduate School of 

Management, 8 
Basic Course Requirements, 54 
Basic Education Opportunity 

Grants, 39 
Biology, 7 1 

Board of Trustees, 166 
Board of Visitors, 167 
Bowman Gray School of Medicine, 8 
Buildings and Grounds, 19 
Business, 71 

Business and Accountancy, 8, 152 
Calendar, 2 
Campus Ministry, 25 
Carswell Scholarships, 40 
Case Referral Panel, 22 
Charges, 30, 31, 32 
Chemistry, 75 
Chinese. 143 
Class Attendance, 34 
Classical Languages, 77 
Classics, 79 
Classification, 33 



CLEP, 29 

College History and Development, 13 

College Union! 22 

College Work/Study Program, 47 

Combined Degrees, 58 

Committees of the Faculty, 198 

Concessions, 47 

Course Numbers, 58 

Course Repetition, 37 

Courses of Instruction, 62 

Cultural Activities, 25 

Dance. 114 

Dean's List, 37 

Debate, 145 

Degree Requirements, 53 

Degrees, 53 

Degrees Conferred, 158 

Dentistry Degree, 60 

Dijon Semester, 51, 139 

Distinctions, 37 

Divisional Course Requirements, 54 

Double Majors, 57 

Dropping a Course, 35 

Early Decision, 29 

Economics, 80 

Education, 83 

Educational Planning, 26 

Emeriti, 196 

Engineering Degree, 60 

English, 89 

Enrollment, 169 

Examination, 35 

Exchange Scholarships, 45 

Expenses, 30 

Faculty, 181 

Fees, 31 

Fields of Study, 50, 53 

Financial Aid, 47 

Food Services, 3 1 

Foreign Area Studies, 49 

Forestry and Environmental 

Studies Degree, 61 
Fraternities, 23 
French, 136 



204 



French Semester, 51, 139 

Geographical Distribution, 170 

German, 93 

Grade Reports, 37 

Grading System, 35 

Graduate School, 8 

Graduation Distinctions, 37 

Graduation Fee, 31 

Graduation Requirements, 53 

Greek, 78 

Handicapped Students, Admission, 29 

Hankins Scholarships, 40 

Health Service, 27 

Hebrew, 134 

Hindi, 143 

History, 95 

Honor Council, 21 

Honor Societies, 23, 167 

Honor Code, 21 

Honors Study, 49, 100 

Housing, 32 

Humanities, 99 

Incomplete Grades, 36 

Independent Study, 51 

Indian Semester, 51 

Intercollegiate Athletics, 24 

Interdisciplinary Honors, 100 

Interlraternity Council, 23 

Intersociety Council, 23 

Intramural Athletics, 24 

Italian, 143 

Joint Majors, 57 

Journalism, 90 

Judicial Board, 22 

Latin, 78 

Law Degree, 54 

Law School, 8 

Libraries, 9 

Loans, 45 

London Semester, 50 

Lower Division Requirements, 55 

Majors, 53 

Management School, 8 

Mathematical Economics, 81, 102 

Mathematics, 102 

Mathematics-Biology. 1 02 



Mathematics-Business, 71, 103 

Maximum Number of Courses, 57 

Medical School, 8 

Medical Sciences Degree, 58 

Medical Technology Degree, 59 

Men's Residence Council, 22 

Microbiology Degree, 60 

Military Science, 106 

Ministerial Concessions, 47 

Minors, 57 

Mortar Board, 23, 167 

Music, 107 

Music Education, 110 

Music Ensemble, 1 1 1 

Music History, 109 

Music Theory, 107 

North Carolina Student Incentive 

Grants, 41 
Norwegian, 144 
Omicron Delta Kappa, 23, 167 
Open Curriculum, 49 
Orientation, 33 
Pass/Fail Grades, 36 
Phi Beta Kappa, 23, 167 
Philosophy, 112 
Physical Education, 115 
Physical Education Requirement, 55, 1 16 
Physician Assistant Program 

Degree, 59 
Physics, 119 
Placement Service, 26 
Politics, 121 
Probation, 37 
Procedures, 28 
Professional Fraternities, 23 
Professional Schools, 8 
Proficiency in the English 

Language, 55 
Psychological Services, 26 
Psychology , 126 
Publications, 25 
Purpose, 12 
Radio Station, 25 
Radio/Television/Film, 150 
Readmission Requirements, 39 
Recognition, 10 



205 



Refunds, 32 
Registration, 33 
Religion, 130 
Religious Activities, 25 
Repetition of Courses. 37 
Requirements for Continuation , 38 
Requirements for Degrees, 53 
Residence Councils, 22 
Residence Hall Charges, 31 
Residential Language Centers, 49 
Reynolds Scholarships, 40 
Romance Languages, 135 
Room Charges, 3 1 
ROTC, 106 
Russian, 144 

Salamanca Semester, 51, 142 
Salem College Study, 50 
Scholarships, 40 
Senior Conditions, 39 
Senior Testing, 58 
Societies, Social, 23 
Sociology, 144 
Spanish, 140 

Spanish Semester, 51, 142 
Special Programs, 47 
Speech Communication, 147 
Student/Student Spouse 
Employment, 45 

■■ "•■: 



Student Government, 21 

Student Legislature, 21 

Student Life, 2 1 

Student Publications, 25 

Studio Art, 69 

Study Abroad, 50 

Summer Session, 50 

Summer Study Elsewhere, 50 

Teaching Area Requirements, 85 

Theatre Arts, 151 

Transcripts, 37 

Transfer Credit, 30, 50 

Trustees, 172 

Tuition, 30 

Lndergraduate Schools, 1 I 

University, 8 

Upper Division Study, 56 

Vehicle Registration, 32 

Venice Semester, 51, 143 

Veteran Benefits, 46 

Visitors, 173 

WFDD-FM, 25 

Withdrawal from the 

College, 35 
Women's Residence Council, 22 
Work/Study Program, 45 




Bulletins of Wake Forest University 

The Undergraduate Schools 

Director of Admissions and Financial Aid 

7305 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5201 

The Graduate School 

Dean of the Graduate School 

7487 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5301 

The School of Law 

Director of Admissions 

7206 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5437 

The Babcock Graduate School of Management 

Director of Admissions 

7659 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5422 

The Bowman Gray School of Medicine 

Associate Dean for Admissions 

300 S. Hawthorne Road 

Winston-Salem, North Carolina 27103 

919-748-4265 

The Summer Session 

Dean of the Summer Session 

7293 Reynolda Station 

Winston-Salem, North Carolina 27109 

919-761-5227 

Marty Lentz, University Editor 
Johanna L. Ettin, Assistant 



Wake Forest University administers all educational and employment activities without 
discrimination because of race, color, religion, nation origin, age, handicap, or sex, 
except where exempt. 







Director of Admissions 
Wake Forest University 
Winston-Salem, North Carolina 27109 



Second Class Postage Pak 

Winston-Salem, North Carolin; 

UPS 078-32